NEGATIVE ATTITUDE OF PRIMARY SCHOOL HEADMASTERS TOWARDS SCHOOL INSPECTION IN EGOR LOCAL GOVERNMENT AREA OF EDO STATE
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NEGATIVE
ATTITUDE OF PRIMARY SCHOOL HEADMASTERS TOWARDS SCHOOL INSPECTION IN EGOR LOCAL
GOVERNMENT AREA OF EDO STATE
ABSTRACT
The main purpose of this work is to
examine the negative attitude of primary school headmasters towards school
inspection in Egor Local Government Area of Edo State. To be able to achieve
the above purpose, the following test was carried out. The population of the
study was collected from eight male headmasters and twenty two headmistress.
Collection were also made from three groups of headmasters and headmistress.
The instrument used for the study was the questionnaire which was validated by
the supervisor. The headmaster was also interviewed while further relevant data
was collected from the ministry of education. The data gathered were mainly
analyzed by simple percentage techniques and the findings
that:
1.
There is no significant difference between male and female head in the
perception of school inspection
2.
There
is no significance difference between experience and inexperienced primary
school head in the perception of school inspection.
3.
There
is no significance difference in the perception of primary school head on
school perception based on age the questionnaire was of two parts: Section A
and B. section A was the instruction parts section b was concerned with the
demographic data respondents, which consisted of sixteen questions. The study
further revealed the poor negative attitude of primary school heads towards
school inspection. In the strength of these findings it was recommended that
further research be carried out the examined if the present performance of
pupils is influenced by the role of performance of school inspection.
TABLE OF CONTENT
Chapter one
Introduction
Background of the study
Statement of problem
Purpose of the study
Research question
Significance of study
Scope of the study
Limitation
Basic assumption
Definition of terms
Chapter
two
Literature review
Chapter three
Population of study
Sampling procedure
Data collection
Validity of instrument
Administration of instrument
Method of data analysis
Chapter four
Presentation and data analysis
Chapter five
Summary
Conclusion
Recommendation
Questionnaire
Reference
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE
STUDY
In most developing countries of
the world education is seen as an important instrument of change that could
foster the socio-economic and political development. The need has led to the
expansion of education to provide the much needed manpower. In other words,
education plays a very important role in the development of nay nation and
therefore occupies a position of high priority in the mind of its citizens. As
recognized by Harrison (1974) the speed and facility with which any society
progress toward solution to its political, social and economic problems are
directed and positively related to the quality and quantity of education
available to its people in other words the survival of any nation depends upon
the effectiveness of its education enterprises.
Primarily education
is the first stage of education and is acceptable key to success or failure of
the whole educational system.
The primary school is
recognized as a spring board to secondary and higher education particularly in
Nigeria. Primary school level can be regarded as an instrument in
socio-economic development process. Ti this end substantial sum of money are
embarked in Nigeria government annual budget for the provision of education
services in recognition of the importance of the primary school education to
the federal government of Nigeria accorded it a place in the new national
policy on education formulated in 1977 and reviewed in 1981.
The schools are
becoming large and consequently more bureaucratic. A large number of teachers
are either unqualified thereby placing a greater burden on the school heads who
are trying to coordinate the school activity. The school system in Nigeria is a
major industry catering for the mass education of its citizens to meet the
demand and challenges of a changing world consequently the school system has
become very complex requiring that report and budget for the various activity
and program geared toward the maximum utilization of the scare resources goals
these responsibility according to Aderoimu and Ehimentalor (1941) is primary
those of administration and supervision in Nigeria for instance the Universal
Primary Education school in 1955 opened that gateway to educational expansion
although it was first practice in the scheme in the western region other
regional government soon borrowed the idea. The introduction of the scheme in
western region increased significantly the number of schools which are required
to be inspected. Subsequently, military government in Nigeria sustained the
idea it wax therefore not surprising when in 1976 then military government of
Nigeria Gen. Olusegun Obasanjo declared free Universal Primary Education
through out the country, coupled with this is the recent one also launched by
retainers Gen. Olusegun Obasanjo free Universal Basic Education in the year
2000 throughout the country.
Free education should
be provided for all citizens of age from primary to junior secondary schools
level to foster rapid economic development, the aim of the scheme was to effect
national development. The high increased in the number of teachers required for
the programme to cope with the increase in the number of teacher to enhance
teaching learning activities in the classroom. In Nigeria, the geographical
division are on local government basis and each local government area office is
headed by a Chief Inspector of Education. There are other subordinate workers
working with the Chief Inspector among who are the Inspector of school.
Inspection was defined by Wiles (1969)
pg. 46 as assistance in the development of a better teaching learning
situation. Inspection therefore is recognized as a vital ingredient in enable
the teaching learning process to thrive since it exports for the primary aim
and improving the instructional programme of the school. Hence, good
supervision is a pre-condition for an effective pupils’ teachers relationship
which is indispensable for the success of any educational system. With the new
6-3-3-4 system and the ever growing demand for education there is the need for
functional types of school inspection that would contributes of improving and
maintaining standard in our school bases on the foregoing consideration the
main objective of supervision in school has been spelt out as follows;
The establishment and maintenance of
standard the control, comparison and corrective action for the purpose of
attaining specific overall objective of the educational system. Ogunsaju (1983)
education supervision perception and practice in Nigeria.
Inspite of the fact that some form of
supervision is sometimes carried out by inspectors of education, headmaster and
other to check the teaching learning process in the classroom, the Nigeria
child having spent about six years in the primary school of twelve years
including secondary school still perform relatively poor. There are good
numbers of pupils who fail in the common entrance examination or West Africa
School Certificate Examination with many getting a pass grade. It is therefore
asserted that if the function of school inspections and the role of headmaster
are properly spelt out, school in Edo State in particular Oredo which L.G.A. at
the primary school level which is the block of a child education level help in
maintain and improving standard in later years.
STATEMENT OF PROBLEMS
i.
Inspection in school is concerned with the improvement of instructional ideas,
which involves people administration supervisors, teachers, pupils, parents and
other citizens it also involves curriculum, the subjection matter, its
selection and arrangement.
ii.
The content of inspections not only a body of techniques but also a substantial
body of knowledge and understanding purpose should be the content of inspection
in many situation where work done by group of people have to be effective as a
unit.
iii. The
falling standard in the educational system may not be unconnected with the poor
quality of inspection and headmaster negative attitude towards school
inspection specifically in ordered local government area of Edo State in
particular, which is the area of study in question is to the school inspectors
is do the school inspector in Egor L.G.A. of Edo State have the right
supervision concept and skills to carry out supervision? Is the present
inspection division of the ministry of education and its total manpower to meet
the needs of school that are continually expanding in the situation of limited
personnel from the inspection instruction in school? It is the hope of the
researcher that these problems would be solved be seeking answer to the
following questions;
a)
Is there any impact on day-to-day administration by the headmaster and the
influence of school inspection in Egor L.G.A. of Edo State?
b)
Is there any difference between the headmaster and the headmistress negative
attitude towards school inspection?
c)
Does experience make any difference in the perception of obstacle that hinder
effective inspection and headmasters negative attitude towards school
inspection?
d)
Is the any difference in the perception of the role of the school inspection
based on age?
PURPOSE OF THE STUDY
The purpose of the study is to
determine the influence of the headmaster negative attitude towards school
inspection in Egor L.G.A. of Edo State.
The researcher would be interested in
findings out whether;
a)
The experience of the headmaster/headmistress affects the negative attitude
towards school inspection
b)
The sex of the headmaster/headmistress affects their negative attitude towards
school inspection
c)
The age of the headmaster/headmistress affect their role of school inspection
d)
The location of the school affects the headmaster/headmistress negative
attitude toward school inspection
e)
The qualification of the school affects the headmaster/headmistress negative
attitude toward school inspection
RESEARCH QUESTION
Specifically, the project will seek to
find answer to the following research question;
i.
What are the responsibilities of school inspectors?
ii.
What are the negative attitudes of primary school head towards inspection?
f)
Does the negative attitude of primary school of the school affects the
headmaster/headmistress have effects on school inspection?
SIGNIFICANCE OF THE STUDY
There seems to be general census among
the public that the standard of education has fallen which they may have
arrived at by comparing the academic achievement of primary school child today
with that of yesterday performed better than today. Without the fallen standard
at the primary level will sure affect the standard in the secondary school.
These fear therefore add momentum to the need for adequate and positive
contribution in the headmaster negative attitude towards the role of school
inspection.
SCOPE OF THE STUDY
This study examined the
headmaster negative attitude towards the role of school inspection as the
occupies different position in educational system.
Therefore, some teachers, headmasters
and headmistress were required to give information as regards the study. To
study is limited to some selected primary schools in Egor L.G.A. of Edo State.
BASIC ASSUMPTION
It is assumed in this study that
headmaster/headmistress negative attitude towards the role of school inspection
is not encouraging. It is also assumed that some obstacles must be in the way
of effective administration and inspection of school.
DEFINITION OF TERMS
Perception:
Perception in the study means the angle from which something is seen by person
depending on its needs disposition and experience.
Headmaster/headmistress:
This is usually the administrative and professional heads of the primary
school.
Primary school: This
is the first stage of Nigeria educational system where a six years course is
offered officially, pupils enter primary one, which is a the first year of the
age of five to six.
School inspector’s
officer in the ministry of education statutory charged with the responsibility
of school inspection.
Experienced and
inexperienced headmaster: The headmaster/headmistress refer to those who have
serve ten years and above on the job and the inexperience ones those who has
serve less than ten year on the job as headmaster.
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