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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.

2'& 2'13

www.iiste.org

Impact of Total Quality Management (TQM) on Secondary School Education for National Transformation: the Case of Benue North !est Senatorial "istrict of Benue State# Nigeria$
)ua& *eli+ ,er-ile1. /da& Joan Ni0e&2 1. *acult1 of Education& 2epart3ent of Educational *oundations& )enue State 4ni5ersit1& P6)1'2 117& 6a0urdi& 861 60d-9:0 ;oad& )enue State Nigeria. '!'3(35(%!1. 2. )enue State 4ni5ersit1 Staff Sc-ool. P6) 1'2117& 6a0urdi& 861 60d-9:0 ;oad& )enue State Nigeria. . E-3ail of corresponding aut-or< feli+:ua=1a-oo.co3. %&stract ,-is stud1 in5estigated possi:le transfor3ational effects of total >ualit1 3anage3ent (,?6 application to secondar1 sc-ools 3anage3ent in )enue Nort--@est Senatorial 2istrict of Nigeria. ,-ree researc- >uestions and t-ree -1pot-eses guided t-e stud1. ,-e stud1 adopted t-e sur5e1 researc- design. ,-ree -undred and ninet1eig-t (37! teac-ers fro3 2' grant aided secondar1 sc-ools constituted t-e sa3ple of t-e stud1. ,-e respondents were selected using si3ple rando3 sa3pling tec-ni>ues. / four point structure 15-ite3 rating scale >uestionnaire titled Ai3pact of ,?6 on secondar1 education on national transfor3ation >uestionnaireB (I,?6SEN,? was constructed :1 t-e researc-ers for data collection. ,-e data collected were anal1Ced using si3ple descripti5e statistics as fre>uenc1 counts& percentages& 3ean and standard de5iation to answer researc>uestions and c-i-s>uare (+2 inferential statistics for test of goodness was used to test -1pot-eses at pD '.'5 le5el of significance. ,-e stud1 re5ealed t-at t-ere was significant i3pact of >ualit1 teac-ers& >ualit1 funding and >ualit1 educational facilities in )enue state secondar1 sc-ools t-at could affect national transfor3ation. )ased on t-e findings& it was reco33ended t-at >ualit1 acade3ic staff in ter3s of >ualifications and e+perience s-ould :e recruited into secondar1 sc-ools to pro5ide >ualit1 ser5ices& ade>uate pro5ision of funds and facilities :e 3ade a5aila:le for sc-ools to pro5ide >ualit1 educational ser5ices in secondar1 sc-ools in )enue state. 'ey(ords: ,otal ?ualit1 6anage3ent (,?6 & ?ualit1 of teac-ers& *unding& Sc-ool *acilities& National ,ransfor3ation. Introduction ,oda1& 3ore t-an e5er :efore in -u3an -istor1& t-e transfor3ation of nations depends on >ualit1 of education. Eonscious of t-e fact t-at success in t-e realiCation of educational goals depend largel1 on t-e >ualit1 of factor inputs& processes and outputs w-ic- is guaranteed :1 teac-er effecti5eness. ,-ose wit- needed s0ills and greater capacit1 for learning can loo0 forward to a lifeti3e of unprecedented econo3ic fulfill3ent and national transfor3ation t-roug- >ualit1 education. /lt-oug- t-e concept of >ualit1 is 5er1 old& toda1 it is per-aps t-e 3aFor preoccupation of organiCations and nations world-wide. In fact& >ualit1 -as :eco3e an integral feature of t-e education s1ste3 all o5er t-e world. @e are continuall1 :eing faced wit- >ualit1 initiati5es and controls not onl1 fro3 central go5ern3ents :ut fro3 awarding :odies. #ften& >ualit1 initiati5es are incorporated into appraisal sc-e3es and in total >ualit1 3anage3ent (,?6 . ,?6 3eans a s1ste3 of running t-e affairs of an organiCation or institution suc- t-at all aspects of t-e institution and appropriate resources are pro5ided and utiliCed towards actualiCing t-e goals of t-e institution (6o-ant1& G Ha0-e& 2''3 . It is a 3anage3ent tec-ni>ue t-at adopts a -olistic approac- in t-e wor0 process. ,?6 e>uall1 3eans a >uest for >ualit1 at all ti3es. In education& it e3p-asiCes teac-er co3petence& creati5it1 and co33it3ent and -ow educational 3anagers organiCe and lead in order to realiCe t-e full potentials of all personnel in an educational organiCation (#0orie G 4c-e& 2''% . 8eCner (2''1 argues t-at ,?6 approac-es for sc-ool perfor3ance were esta:lis-ed to i3pro5e >ualit1 leaders-ip& teac-ers& response to goals and 3a+i3iCe >ualit1& continuous sc-ool perfor3ance and national transfor3ation -ence sc-ools need to adapt to e5ol5ing c-anges as needs arise :ecause c-ange is ine5ita:le in t-e new 3illenniu3. National transfor3ation is a process t-at can :e en-anced t-roug- >ualit1 3anage3ent of education. Nwude (2''3 t-erefore e+plained >ualit1 education in relation to its 5alue in a societ1 t-us< >ualit1 Education is 5er1 5ital in e5er1 -u3an e+istence and societal de5elop3ent. It facilitates t-e rate of de5elop3ent and increases t-e standard of li5ing& pa5ing wa1 for national a:ilit1. ,-e a:o5e assertion states t-e significant role of total >ualit1 3anage3ent in education for national transfor3ation. ?ualit1 secondar1 sc-ool education can lead to national transfor3ation wit- t-e recognition of t-e teac-er and t-e roles t-e1 pla1 in teac-ing-learning process.

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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.2'& 2'13

www.iiste.org

,-e >ualit1 of an1 educational s1ste3 depends greatl1 on t-e educational attain3ent of teac-ers as no s1ste3 of education can :e >ualitati5el1 -ig-er t-an t-e >ualit1 and co33it3ent of its teac-ers. ,-is is w-1 40eFe (177( supported t-is idea w-en -e stated t-at education unloc0s t-e door to 3oderniCation and it is t-e teac-er w-o -olds t-e 0e1 to t-at door. Secondar1 Sc-ool perfor3ance in )enue Nort--@est Senatorial 2istrict in )enue State o5er t-e 1ears -as not :een encouraging :ecause of inade>uate funds. Educational >ualit1 is declining as a result of reduced funding. Since under-funding :reedsB inade>uac1 and insta:ilit1& and it is far 3ore difficult to run a poorl1 funded institution& sourcing for funds s-ould :e a pri3e concern of sc-ool ad3inistration. In an en5iron3ent of under-funding& t-e ad3inistration s-ould 3itigate its ad5erse effects in >ualit1 assurance :1 esta:lis-ing t-e rig-t priorities and ensuring efficient deplo13ent of scare resources (/wor-& 2''5 . 6ost of t-e secondar1 sc-ools are suffering :ecause of lac0 of financial prudence :ut ,?6 preac-es t-at >ualit1 education can :e ac-ie5ed onl1 in an at3osp-ere of financial prudence w-ic- will -elp in t-e pro5ision of infrastructure& la:oratories& c-e3icals& classroo3s etc to i3pro5e >ualit1 of education during national transfor3ation. It is i3portant to e+plain -ere t-at nations cannot ac-ie5e desired educational >ualit1 for national transfor3ation in t-e a:sence of functional sc-ool plants. ?ualit1 sc-ool plant or facilities are needed for teac-ing and learning in educational institutions. Iowe5er& t-e le5el of infrastructural deca1 -as tended to affect t-e >ualit1 of education t-at would -a5e facilitated national transfor3ation. It is against t-is :ac0ground t-at t-e researc-ers are deter3ined to find out t-e i3pact of ,otal ?ualit1 6anage3ent (,?6 of secondar1 sc-ool education in )enue Nort--@est Senatorial district on national transfor3ation. The )ro&lem Eoncerns -a5e :een e+pressed :1 rele5ant sta0e-olders in t-e education industr1 a:out falling standard of educational ac-ie5e3ents in Nigeria. Sta0e-olders are worried o5er t-e pro:le3s of o5er enroll3ent& lac0 of >ualified and enoug- teac-ers& inade>uate and deteriorating p-1sical facilities& as well as inade>uate funding a3ongst ot-ers. In line wit- t-ese concerns& e3anates t-e issue of total >ualit1 3anage3ent in secondar1 education for national transfor3ation w-ic- is t-e :ase line of t-e educational s1ste3. @-en t-ese concerns are weig-ed against t-e so called -uge :udgetar1 allocations :1 go5ern3ents to education& concerns are e+pressed :1 sta0e-olders on t-e near a:sence of total >ualit1 3anage3ent in secondar1 sc-ools for national transfor3ation in t-e State and particularl1 in t-e Nort--@est Senatorial 2istrict of )enue State. /gainst t-is :ac0ground& t-e 3aFor pro:le3 of t-is stud1 is to in5estigate t-e i3pact of ,otal ?ualit1 6anage3ent in secondar1 sc-ool education for national transfor3ation. )urpose of the Study ,-e 3ain purpose of t-is stud1 was to find out t-e i3pact of ,otal ?ualit1 6anage3ent (,?6 on Secondar1 sc-ool education for national transfor3ation in )enue Nort--@est Senatorial 2istrict. Specificall1& t-e stud1 soug-t to find out t-e e+tent to w-ic- t-e >ualit1 of teac-ers& ade>uate funding and >ualit1 sc-ool facilities i3pact on national transfor3ation. *esearch Questions ,-e following researc- >uestions were for3ulated to guide t-e stud1J 1 Iow does t-e >ualit1 of teac-ers i3pact on secondar1 education for national transfor3ation in )enue State of NigeriaK 2 In w-at wa1s does ade>uate funding i3pact on secondar1 education for national transfor3ationK 3 Iow do >ualit1 Sc-ool facilities i3pact on secondar1 education for national transfor3ationK *esearch +ypotheses ,-e following null -1pot-eses were for3ulated and test at PD'.'5 le5el of significanceJ +,-: ?ualit1 of secondar1 sc-ool teac-ers -as no significant i3pact on education transfor3ation in )enue state& Nigeria. +,.< /de>uate funding does not significantl1 i3pact on secondar1 education for national transfor3ation. +,/ ?ualit1 sc-ool facilities do not significantl1 i3pact on secondar1 education for National transfor3ation. Concept of Total Quality Management ,-ere are se5eral definitions of t-e concept of ,otal ?ualit1 6anage3ent (,?6 as t-ere are writers on t-e su:Fect. ,?6 -as t-erefore :een defined in 5arious wa1s suc- as a searc- for e+cellence& creating t-e rig-t attitudes and controls to 3a0e t-e pre5ention of defecti5es possi:le and opti3iCe sc-ool custo3er satisfaction :1 increased efficienc1 and sc-ool effecti5eness. /ccording to #a0land (1777 & ,?6 is an approac- for i3pro5ing t-e co3petiti5eness& effecti5eness and fle+i:ilit1 of a w-ole organiCation in t-is stud1 t-e educational industr1. It is essentiall1 a wa1 of organiCing and in5ol5ing t-e w-ole organiCation& e5er1 depart3ent& e5er1 acti5it1& e5er1 single person at e5er1 le5el. ,-is definition :rings to t-e forefront& t-e uni5ersalit1 of t-e nature of ,?6 and e+plains t-e current i3perati5es for national transfor3ation.

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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.2'& 2'13

www.iiste.org

/ccording to #0orie and 4c-e (2''% & ,?6 3eans a s1ste3 of running t-e affairs of a sc-ool or institution suc- t-at all aspects of t-e sc-ool and appropriate >ualitati5e -u3an& 3aterial& financial and infor3ation resources are effecti5el1 pro5ided and utiliCed towards actualiCing t-e goals of t-e sc-ool. ,-e1 furt-er posited t-at in education& it e3p-asiCes teac-er co3petence& creati5it1 and co33it3ent& 3aterial and financial resources a5aila:ilit1& effecti5e infor3ation flow and -ow educational 3anagers organiCe and lead in order to realiCe t-e full potentials of all personnel in an educational organiCation. @it- ,?6 approac-& e5er1one is in5ol5ed& co33itted and eac- one ta0es responsi:ilit1 for t-e >ualit1 of education. Iowe5er& 3anage3ent and leaders-ip 3ust initiate it and s-ow total support. Characteristics of Total Quality Management (TQM) for National Transformation /ccording to 6o-ant1 and Ha0-e (2''3<23 t-e concept of ,?6 -as t-e following c-aracteristics or features t-at can en-ance national transfor3ationJ 1. It is a prag3atic long-ter3 s1ste3 approac- w-ic- can :e adopted and practiced t-roug- proper planning& s1ste3atic e5aluation and allocating responsi:ilities and resources. 2. It is initiated and dri5en :1 top 3anage3ent e+a3ple National Education Eouncil& 6inistr1 of Education& sc-ool )oards& )oard of trustees etc. 3. It is ai3ed at :ringing a:out a total cultural c-ange in e5er1 facet of t-e organiCation and societ1. %. It interlin0s and integrates t-e 5arious su:s1ste3s of t-e sc-ool. 5. ,?6 re>uires in5ol5e3ent& participation and cross functional 3anage3ent. (. ,?6 ai3s at 3eeting t-e d1na3ic needs of t-e sc-ool custo3er and creates a lo1al and di5ersified sc-ool custo3er :ase. Methodology ,-e stud1 adopted t-e sur5e1 researc- design. ,-e population of t-e stud1 consisted of all 1&713 teac-ers in t-e 117 grant-aided secondar1 sc-ools in t-e Nort- senatorial district of )enue state& Nigeria. / sa3ple of 2' grant-aided secondar1 sc-ools representing 1(L of sc-ools and 37! teac-ers representing 23L of total nu3:er of teac-ers were rando3l1 selected for t-e stud1. Si3ple rando3 sa3pling tec-ni>ue was deplo1ed to select t-e population :ecause t-e target population is -o3ogeneous$ ,-e 3ain instru3ent adopted for data collection was a 15-ite3 structured >uestionnaire called ,?6 for National ,ransfor3ation ?uestionnaire (,?6N,? . ,-e >uestionnaire was 5alidated :1 e+perts in Educational 6anage3ent and ,ests and 3easure3ent fro3 t-e facult1 of Education& )enue State 4ni5ersit1& 6a0urdi. ,-e >uestionnaire was trial tested using 3' teac-ers wit- Eron:ac- /lp-a statistic to esta:lis- its relia:ilit1 t-at 1eilded ArB- '.77. ,-is coefficient indicated -ig- internal consistenc1. ,-e data collected were anal1Ced using si3ple descripti5e statistics as 3ean& standard de5iation to answer researc- >uestions and inferential statistics as c-i-s>uare to test t-e for3ulated -1pot-eses at pD'.'5 le5el of significance. *esults and 0indings *esearch Question How do quality teachers impact on secondary school education for national transformation?

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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.2'& 2'13

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Ta&le -: Mean ratings and standard de1iations of responses of teachers on the impact of 2uality teachers on national transformation S3N Questionnaire items S% % " S" Mean ST$" "ecision Enoug- and >ualit1 257 137 1 1 2.51 '.7% /ccepted teac-ers i3pro5e sc-ool perfor3ance. 2 61 sc-ool -as >ualified 1%! 22% 22 % 2.27 '.!7 ;eFected teac-ers in 5arious su:Fects. 3 ?ualit1 recruit3ent and 22! 1(2 ! ' 3.'3 '.!! /ccepted selection of teac-ers i3pro5e sc-ool perfor3ance. % /de>uate and well 2'7 1!( 2 3 2.!% '.7! /ccepted >ualified teac-ers en-ance 3a+i3u3 perfor3ance and Fo: securit1 5 Eonstant training and 2'7 1!3 5 1 3.'2 '.!7 /ccepted retraining of teac-ers t-rougwor0s-ops& conferences& and se3inars i3pro5e on sc-ool perfor3ance. /ccepted Cluster mean .$45 ,$62ata presented on ta:le one s-owed t-e 3ean ratings of teac-ers in secondar1 sc-ools on -ow >ualit1 teac-ers i3pact on secondar1 sc-ools. ,-e data indicates t-at t-e 3ean ratings of teac-ers for ite3s 1& 2& 3& % and 5 are 2.51& 2.27& 3.'3& 2.!%& and 3.'2 wit- corresponding standard de5iations of '.7%& '.!7& '.!!& '.7! and '.!7. )ased on t-e cut-off point of 2.5'& teac-ers rated ite3s 1&3&% and 5 accepta:le indicating t-at enoug- >ualit1 teac-ers& t-e >ualit1 of recruit3ent and selection of teac-ers& ade>uate and >ualified teac-ers en-ances 3a+i3u3 perfor3ance and Fo: securit1& and t-at constant training and retraining of teac-ers t-roug- wor0s-ops& conferences and se3inars i3pro5e secondar1 sc-ool perfor3ance. Iowe5er& ite3 2 was reFected :1 teac-ers w-ic- clearl1 indicate t-at so3e sc-ools lac0 >ualified teac-ers in 5arious su:Fects. ,-e cluster 3ean of 2.7% and standard de5iation of '.71 indicates t-at >ualit1 teac-ers i3pact on secondar1 sc-ool education for national transfor3ation. *esearch Question . In what ways does adequate funding impact on secondary school education for national transformation? 1

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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.2'& 2'13

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Ta&le .: Mean ratings and standard de1iations of responses of teachers on the impact of ade2uate funding on national transformation S3N Questionnaire items S% % " S" Mean ST$" "ecision /de>uate funds& 1!5 2'1 11 1 2.77 '.7! /ccepted en-ances >ualit1 perfor3ance in sc-ools. 7 Pro3pt pa13ent of 171 17( 1' 1 2.57 '.75 /ccepted salaries and allowances to teac-ers 3oti5ate t-e3 towards >ualit1 perfor3ance. ! ,-e state of funds of an 212 171 12 3 3.'5 '.!2 /ccepted institution is a pri3e deter3inant of its a:ilit1 to attract >ualit1 teac-ers& facilities& 3aterials& sc-ool needs and wants. 7 Judicious use of funds 1%% 232 22 ' 3.2% '.!3 /ccepted en-ances sc-ool perfor3ance 1' @it-out funds >ualit1 1!7 17! ! 3 3.%3 2.2% /ccepted educational progra33es will not :e successful. /ccepted Cluster mean /$,7 -$., ,-e data on ta:le two s-owed t-at& ite3s (& 7& !& 7 and 1' -a5e 3ean rating scores of 2.77& 2.57& 3.'5 and 3.%3 wit- corresponding standard de5iations of '.7!& '.75& '.!2& '.!3 and 2.2% respecti5el1 well a:o5e t-e cut off point. )ased on t-e data& t-e respondentsB 5iew is t-at >ualit1 funding of secondar1 education i3pact on national transfor3ation. /ccording to t-e3& ade>uate funds& pro3pt pa13ent of salaries and allowances to teac-ers 3oti5ates t-e3 towards >ualit1 perfor3ance& t-at Fudicious use of funds en-ances educational progra33es and t-at it is a pri3e deter3inant for t-e attraction of >ualit1 teac-ers& facilities& 3aterials and ot-er sc-ool needs and wants. ,-e cluster 3ean of 3.'( and standard de5iation 1.2' indicates t-at t-e1 s-are t-e 5iew t-at >ualit1 funding of secondar1 education i3pact on national transfor3ation. *esearch Question / How do quality School facilities impact on secondary school education for national transformation? (

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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.2'& 2'13

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Ta&le /: Mean ratings and standard de1iations of responses of teachers on the impact of 2uality school facilities on national transformation S3N Questionnaire items S% % " S" Mean ST$" "ecision (8) 11 Effecti5e teac-ing and 2%' 13( 12 1' 3.37 '.!7 /ccepted learning can onl1 ta0e place in a sc-ool wit>ualit1 facilities. 12 ,-ere are enoug- 1! 2' 1(' 2'' 2.33 '.7! ;eFected facilities and e>uip3ent for effecti5e teac-ing and learning in 31 sc-ool. 13 Sc-ool facilities are 1' 2! 1!' 1!' 1.!2 '.!1 ;eFected properl1 utiliCed and 3aintained. 1% Elean surroundings& 27' 11( 22 ' 2.!5 1.'7 /ccepted good loc0ers& roofs& ceiling& toilets& li:rar1 and ta:les en-ance >ualit1 sc-ool perfor3ance. 15 ?ualit1 -ealt- and sport 2'7 177 ' 12 2.75 1.'( /ccepted facilities i3pact on sc-ool perfor3ance. /ccepted Cluster mean .$7. ,$67 ,-e data presented on ta:le t-ree s-owed t-at 3ean rating scores of ite3s 11& 12& 13& 1% and 15 are 3.37& 2.33& 1.!2& 2.!5 and 2.75 wit- corresponding standard de5iations of '.!7& '.7!& '.!1& 1.'7 and 1.'( respecti5el1. )ased on t-e cut-off point of 2.5'& teac-ers rated ite3s 1(& 17 and 2' as accepta:le w-ile ite3s 12 and 13 are reFected. ,-is i3plies t-at effecti5e teac-ing and learning can onl1 ta0e place in a sc-ool wit- ade>uate facilities and t-at clean surroundings& a5aila:ilit1 of toilets& li:rar1& -ealt- and sport facilities i3pact on sc-ool perfor3ance. Iowe5er& so3e teac-ers s-are t-e 5iew t-at& t-ere are no enoug- facilities and e>uip3ent and e5en t-e few t-at are a5aila:le are not properl1 utiliCed and 3aintained. ,-e cluster 3ean of 2.(2 and standard de5iation '.7( s-ows t-at >ualit1 sc-ool facilities i3pact on secondar1 sc-ool education for national transfor3ation. +ypotheses Testing$ +ypothesis -: Quality teachers do not significantly impact on secondary education for national transformation.

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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.2'& 2'13

www.iiste.org

Ta&le -: Chi s2uare Test of the Impact of Quality Teachers on Secondary Schools for National Transformation 9pinions 9&ser1ed E:pected df 8. cal 8.;ta& Sig "ecision fre2uency 0re2uency No i3pact %7 (11.!L 177 (5'L 1 7!.5( 3.!% '.'''' Significant I3pact 351 (!!.2L 177 (5'L (X2 = 9 !"#$df = %$ p = &!&"'&!&&&&( ,a:le 1& s-owed t-e i3pact of >ualit1 secondar1 sc-ool teac-ers on national transfor3ation. ,-e result o:tained fro3 t-e anal1sis s-owed t-at t-e 5alue of "2 calculated (7!.5( was greater t-an "2 ta:le (3.!% at '.'5 le5el of significance. ,-erefore& t-e null -1pot-esis was reFected. ,-at is& t-ere is a significant i3pact of >ualit1 secondar1 education teac-ers on national transfor3ation. *esearch +ypothesis T(o: )dequate funding does not significantly impact on secondary education for national transformation! Ta&le .: Chi s2uare Test of the Impact of %de2uate 0unding of Secondary Schools for National Transformation$ 8.;ta& Sig "ecision 9pinions 9&ser1ed E:pected df 8. cal fre2uency 0re2uency No i3pact 71(17.!L 177 (5'L 1 3(.75 3.!% '.'''' Significant I3pact 327(!2.2L 177 (5'L (X2 = *#!+"$ df = %$ p = &!&"'&!&&&( ,a:le 2& s-ows t-e i3pact of ade>uate funding of secondar1 sc-ool education on national transfor3ation. ,-e result o:tained fro3 t-e anal1sis s-owed t-at t-e 5alue of "2 calculated (3(.75 was greater t-an "2 ta:le (3.!% at '.'5 le5el of significance. ,-erefore& t-e null -1pot-esis was reFected. ,-at is& t-ere is a significant i3pact of ade>uate funding secondar1 education teac-ers on national transfor3ation. *esearch +ypothesis Three: Quality school facilities do not significantly impact on secondary education for national transformation! Ta&le /: Chi s2uare Test of the Iimpact of Quality School 0acilities on National Transformation$ 8.;ta& Sig "ecision 9pinions 9&ser1ed E:pected df 8. fre2uency 0re2uency No i3pact 13%(33.7L 177 (5'L 1 11.5'% 3.!% '.'''' Significant I3pact 2(%(((.3L 177 (5'L (X2 = %%!"&,$ df = %$ p = &!&"'&!&&&( ,a:le 3& s-owed t-e i3pact of >ualit1 secondar1 sc-ool facilities on national transfor3ation. ,-e result o:tained fro3 t-e anal1sis s-owed t-at t-e 5alue of "2 calculated (11.5' was greater t-an "2 ta:le (3.!% at '.'5 le5el of significance. ,-erefore& t-e null -1pot-esis was reFected. ,-at is& t-ere is a significant i3pact of >ualit1 secondar1 sc-ool facilities on national transfor3ation. "iscussion of 0indings$ ,-e first finding of t-is stud1 re5ealed t-at t-e >ualit1 of secondar1 sc-ool teac-ers -as significant i3pact on national transfor3ation. ,-is finding is in line wit- /li (2''' w-o reported t-at& in t-e sc-ool s1ste3 or education& t-e 3ost i3portant instru3ent for >ualit1 assurance are t-e -u3an resources or teac-ers for t-e effecti5e 3anage3ent and control of >ualit1 in all sp-eres of t-e sc-ool s1ste3. Eontri:uting to t-e a:o5e 5iew& Pereto3ode and Pereto3ode (2''1 are of t-e 5iew t-at t-e pro5ision of ade>uate or enoug- >ualit1 teac-ers can lead to t-e ac-ie5e3ent of >ualit1 education and :1 i3plication& national transfor3ation. ,-e second finding of t-is stud1 re5ealed t-at ade>uate funding of secondar1 education significantl1 i3pact on national transfor3ation. ,-e result agrees wit- /0pa0wu (2''! w-o posited t-at >ualit1 funding of educational institutions and progra33es is one of t-e 3aFor aspects of sc-ool 3anage3ent and t-at funding can affect t-e o5erall perfor3ance of t-e sc-ool. Ie furt-er stressed t-at ade>uate funding i3pact positi5el1 on t-e sc-ool learning and teac-ing process and t-e pro5ision of all :asic resources t-at t-e sc-ool re>uires. ,-e t-ird finding of t-is stud1 indicates t-at >ualit1 secondar1 sc-ool facilities significantl1 i3pact on national transfor3ation. ,-e finding is in agree3ent wit- t-e 5iews of 40eFe (177( w-o asserted t-at educational e>uip3ents or facilities are indispensa:le in t-e sc-ool& for t-e1 are t-e teac-ersB tools for >ualit1 education. Si3ilarl1& #0wec-i3e and #de (1771 reported t-at t-e rig-t t1pe of at3osp-ere re>uired for effecti5e learning is t-at consisting of :etter sc-ool :uildings and :etter teac-ing Conclusion )ased on t-e results of t-is stud1& it -as :een esta:lis-ed t-at& >ualit1 teac-ers& ade>uate funding& and >ualit1 secondar1 education facilities significantl1 i3pact on national transfor3ation.

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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.2'& 2'13

www.iiste.org

*ecommendations )ased on t-e findings of t-e stud1& it was reco33ended as followsJ a. ,-at >ualit1 acade3ic staff in ter3s of >ualifications and e+perience s-ould :e recruited into secondar1 sc-ools to pro5ide >ualit1 ser5ices towards i3pro5ing acade3ic ac-ie5e3ent. :. ,-at ade>uate pro5ision of funds :e 3ade for sc-ools to pro5ide >ualit1 educational ser5ices for >ualit1 3anage3ent and national transfor3ation& and c. ,-at go5ern3ent s-ould pro5ide ade>uate facilities in secondar1 sc-ools for effecti5e 3anage3ent of secondar1 education for national transfor3ation. *eferences /:udl0adir& I./ (1771 . Pa1ing for >ualit1< t-e prospects& in #-uc-e& ;.#(ed -o.ing education in /igeria towards the year 2&&&. ,-e Nigerian /cade31 of Education& opti3al Eo3puter ltd. pp157-173. /0pa0wu& S. #. (2''! . 0ssentials of educational management! 6a0urdi Jali3 Press Nig. Htd. /li& /. (2''' . ,eac-er Production& 4tiliCation and ,urno5er patterns in Nigeria. In 8.Is1a0u& E.6. /3i0weCe& /./ 3ai1anga and 9.# #lo0an (eds & 1eacher 2roduction 3tili4ation and 1urno.er patterns in /igeria. National Eo33ission for Eolleges of Education. /wor-& #.E. (2''5 . Impact of funding on quality assurance! In Proceedings of a S13posui3 to 3ar0 t-e /frican 4ni5ersit1 2a1& 2''5. I:adan< ,-e Postgraduate Sc-ool& 4ni5ersit1 of I:adan. -ttpMMwww.postgraduatesc-ool.ui.edu.ng. )ernard& 6. (2''% . I3pact of co33unication on sc-ool perfor3ance.5ournal of 1eacher 0ducation and 1eaching. $ol7& no 1G2& Ede3& 2./. (17!7 . Introduction to educational administration in /igeria! Sepctru3 )oo0 Htd I:adan 6aduewesi E.J. (2''5 . 6enchmar7s and glo8al trends in education. )enin 2as1l5a influence Enterprises. 6o-ant1& ;.P. G Ha0-e& ;.;. (2''3 . Hand8oo7 of total quality management. Jaico Pu:lis-ing Iouse& 6u3:ai& 2el-i Nwude& N.H. (2''3 . ,-e i3portance of go5ern3ent leaders-ip in Nigeria. 2u8lication of the )ssociation for 2romoting Quality 0ducation in /igeria (/P#EN 13 P. %! N 5! #a0land& J.S. (1777 . 1otal quality management. Iein3an professional pu:lis-ing 4.8 #:gonna&*.E. (2''' . -anagement in education. ,ec-source Pu:lis-ers Nig. Htd. Jos. #0orie& N.E G 4c-e& 6.E. (2''% . ,otal ?ualit1 6anage3ent (,?6 in Education< Its i3perati5es and 0e1 concepts in Nna:uo& P.#.6J #0orie& N. EJ /ga:i& #.9. G Igwe& H.E.). (Eds . 9undamentals of 0ducational -anagement! #werri< $ersatile Pu:lis-ers. #0wec-i3e ,. G #de ;. (1771 . 2rimary school administration& NEE series Jo-n 6e Pu:lis-ers& Eollege of Education )eini Pallant& $. (2''1 . Statistical pac7age for social sciences sur.i.al manual: / step :1 step guide for data /nal1sis. )er0s-ineJ #pen 4ni5ersit1 Press. Pereto3ode& $.*. G Pereto3ode& #. (2''1 . Human resources management. Hagos< #.#.P. ltd ,a1lor& 6. (2''( . Quality assurance for 8uilding design! Hong3an 9roup& 40 Htd Pp1-11& 55-5(. 40eFe& ).#. (177( . ,eac-er education for national de5elop3ent& in .N. Hassa. E.6. /ni0weCe< )n imperati.e for /ational ;e.elopment. 8adunaJ National co33ission for colleges of Education. %&out the %uthors$ Bua# 0eli: Terhile (6NI6& N/E/P& EEE/6& 6EIPS/N was :orn in 1775 at /di0po in 8wande Hocal 9o5ern3ent /rea of )enue State& Nigeria. Ie attended t-e N8S, Pri3ar1 Sc-ool& /di0po fro3 17!2-17!7. Ie also studied at t-e prestigious Saint /ndrews Secondar1 Sc-ool& /di0po fro3 17!!-1773 and o:tained -is @est /frican Sc-ool Eertificate (@/SE in 1773. )ua& -olds a 2iplo3a in Purc-asing and Suppl1 6anage3ent& ).Sc (Ions )usiness 6anage3ent Second Elass 4pper 2i5ision& Postgraduate 2iplo3a in Education (P92E and 6asters of Educational 6anage3ent (6.E2 6gt fro3 )enue State 4ni5ersit1& 6a0urdi. Ie is currentl1 a P-.2 candidate in Educational 6anage3ent and a lecturer in t-e 2epart3ent of Educational *oundations )enue State 4ni5ersit1& 6a0urdi& )enue State-Nigeria. %da# <oan Ni=e (N/E/P& EEE/6 was :orn in 17(' in #ndo State& Nigeria. S-e attended Pri3ar1& secondar1 and ,ertiar1 Sc-ools w-ere o:tained& NEE in 17!! at 4ni5ersit1 of Jos& ).Ed Ele3entar1 Education in 1775 at 4ni5ersit1 of Eala:ar& and 6asters of Educational 6anage3ent (6.E2 6gt in 2''( fro3 )enue State 4ni5ersit1& 6a0urdi. S-e is currentl1 a P-.2 candidate in Educational 6anage3ent and a ,eac-er wit- )enue State 4ni5ersit1 Staff Sc-ool 6a0urdi& )enue State-Nigeria.

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