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RELATIONSHIP BETWEEN PRINCIPALS’
FINANCIAL MANAGEMENT STRATEGIES AND TEACHERS’ TASK PERFORMANCE IN SECONDARY
SCHOOLS
ABSTRACT
This study investigated the relationship
between principals’ financial management strategies and teachers’ task
performance in secondary schools in Onitsha Education Zone. Guided by three
research questions and three null hypotheses. Two questionnaires-How principals
provide fund questionnaire (HPPFQ) and the principals’ rate on level of
teachers’ task performance questionnaire (PRLTPQ) were used to collect the
data. Proportionate stratified random sampling technique was employed to select
to a sample of 495 respondents. Pearson product moment correlation was used to
answer the research questions, while t-test was used to test the hypotheses at
the 0.05 level of significance. The major finding revealed that the
relationship between principals’ financial management strategies and teachers’
teaching performance, discipline of students and involvement in co-curricular
activities in secondary schools in Onitsha Education Zone could be described
high and positive. The conclusion was that there was a significant relationship
between principals’ financial management strategies and teachers’ task
performance in Onitsha Education Zone. Recommendations included the
organization of regular seminars and workshops for both principals and teachers
in order to improve financial management strategies of principals’ and boast
teachers’ task performance.
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
The present economic crisis which has
affected the Nigerian nation has been biting so hard that the various social
services such as education which the government used to provide has been
adversely affected. Public attention has been drawn by the school
administrators to the inadequate funding in public schools in this country.
Both government and the general public have always responded in different ways
to the financial crisis in Nigeria by granting aid or giving more financial support
to schools. It introduced education task fund (ETF) to help to provide
financial needs both for the student and teachers. Ezeocah (1985) states that
for any venture to function, it must be financially viable. Finance is needed
for any business organization to succeed. Prudent management of the financial
resources of an organization is vital to the achievement of organization goals.
Judicious management of educational finance is necessary just like any business
that needs finance.
Financial management is the raising and
administering of funds. It deals with how to plan, programme, budget for,
secure and maintain both material and financial resources in order to attain
the institutions objective. It is an obvious fact that no institution can
survive or carry out its functions effectively and efficiently without utilizing
properly its financial resources. According to Pandy (1979), financial
management is considered a vital and integral part of the overall management.
In this broad view, the central issue of financial policy is the “wise
utilization of funds”.
Adequate financial management strategies
bring about job satisfaction which according
to Ndu, Ocho and Okeke (1997) has to do with a high level of emotional stability of an individual in
his job such that his morale is also high
and consequently he aspires to do more for the organization goals. This
implies that the more teachers are rewarded, the more likely they are to work
hard. The greater the extent in which an employee’s needs are satisfied in his
job, the greater the extent to which he will response, presumably with
gratitude or loyalty and effective productivity on that job.
Every nation would want to give her citizens
the best of education she can afford within the limits of her resources, since
education is regarded as a prime instrument for social, economic, technological
and moral dynamism. Consequently, the federal government of Nigeria has adopted
education as an instrument per excellent for effecting national development. Infant
education is so expensive now that the government finds it difficult to finance
it alone. The government now encourages the local communities, individuals,
companies and others to assist in financing education. Parents deny themselves
a lot of things to keep their children in the school. With the help of
government and these groups of people, substantial amount of money is raised
for the school use. The amount provided is often not enough.
Despite these efforts, one of the most serious
problems facing the educational institutions today remains that of ineffective
funds management strategies. Teachers find it extremely difficult to achieve
educational goals, to provide services for which schools are set up these days.
The problem could be brought about by inadequacy of funds. It is obvious that
if the funds were adequate, enough instructional materials will be provided
that will induce teachers to positive actions. At the same time, if the funds
are grossly mismanaged, teachers will not fulfill their obligations to the
schools. Principals therefore are required to use what resources, particularly
subvention they have to motivate teachers so as to get what is wanted in this
era of self-reliance. To ensure maximum task performance of teachers,
principals’ must motivate teachers by providing them with instructional and
their material needs Task performance in
this study implies work or job performance. It is also the responsibilities or
obligations teacher have to fulfill. Whawo (1995) enumerates task performance
of teachers to include admission of students, classification, registration,
student’s welfare services, teaching, and evaluation of class work, reports to
parents and guardians, co-curricular activities and issues of student’s
discipline. Ogunna (1992) writes that the material needs of the workers can be
satisfied through adequate and regular payment of salaries and fringe benefits.
Workers should be adequately remunerated for their efforts in order to secure their
commitment and dedication to their task.
Nigeria’s economy is so bad (continuous inflation and devaluation of
naira) that government’s allocation to education is not equivalent to school
requirements. Schools are expected to maintain existing services, pay staff
salaries and allowances, purchase instructional materials and meet other
recurrent expenditure in order to motivate teachers to carry out their task
effectively and effectively. Whawo (1995) opines that teachers must be
motivated with adequate compensation. The zeal and enthusiasm in teachers
should be sustained by providing them with enough benefits not minding their
locations, gender and teaching experience.
This study thereby aims at identifying
the relationship that between secondary school principals’ financial
(subvention) management strategies and teachers’ task performance.
Statement
of Problem
Principals’ as administrators of schools are
expected to provide the required instructional materials that would influence
the teachers to perform their task to a reasonable standard.
Teachers on the other hand are expected to be committed to their task performance to achieve the goals and objectives of the schools. Whawo (1995) stresses that the major task of educational administrators is to utilize all available resources in an effort to achieve the objective for which schools are established. Unfortunately, principals mismanage the grants given to schools in the name of subvention to boost their financial resources. As a result teachers manifest signs of low job satisfaction, lack of sense of accomplishment, physical breakdown, unhappiness as well as various vices (Amoo and Adenle, 2003). Since instructional materials cannot be provided by principals, teachers exhibit laxity and truancy in their jobs. Many of them go to classes to teach at their own will, no longer care for the discipline of students, show less concern in extra curricular activities, etc. The consequences of effective financial management strategies by principals on teachers’ task performance remain under researched. Is effective financial management strategies related to teachers’ teaching performance? How does financial management relate to discipline of students by teachers and teachers involvement in extra curricular activities? These problems present the problem of this study
RELATIONSHIP BETWEEN PRINCIPALS’ FINANCIAL MANAGEMENT STRATEGIES AND TEACHERS’ TASK PERFORMANCE IN SECONDARY SCHOOLS
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