Wastage of School Material Resources and Secondary School System Effectiveness: Evidence from a Survey in Nigeria

Mbon, Usen F.; Ukpabio, Godfrey E.; Ekanem, Ekpenyong E.; Okon, James E.; Uko, Esther S.; Ngaji, Mary N.; Okon, Effionwan E.

doi:10.18488/journal.73.2020.83.264.279

Cited by 9 publications

(8 citation statements)

References 3 publications

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“…The result implies that improvements in institutional effectiveness can cause graduate programmes in universities to become viable. This result is explainable because an influential institution is one with effective teachers, students and leadership (Bassey, Owan, & Eze, 2019;Mbon et al, 2020). No graduate programme can be viable if teachers, students and administrators are ineffective in their service discharge.…”

Section: Discussionmentioning

confidence: 99%

Curriculum Management and Graduate Programmes’ Viability: The Mediation of Institutional Effectiveness Using PLS-SEM Approach

Owan¹,

Emanghe²,

Denwigwe³

et al. 2022

JCT

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This study used a partial least squares structural equation modelling (PLS-SEM) to estimate curriculum management's direct and indirect effects on university graduate programmes' viability. The study also examined the role of institutional effectiveness in mediating the nexus between the predictor and response variables. This is a correlational study with a factorial research design. The study's participants comprised 149 higher education administrators (23 Faculty Deans and 126 HODs) from two public universities in Nigeria. A structured questionnaire designed by the researchers was used for data collection. The questionnaire was duly validated with an acceptable scale and item content validity indices. The dimensionality of the instrument was determined using exploratory factor analysis (EFA). Convergent validity was based on Average Variance Extracted (AVE), whereas discriminant validity was based on Fornell-Lacker criteria and the Hetero-Trait Mono-Trait (HTMT) ratio. Acceptable composite reliability estimates of internal consistency were reached for the three sub-scales. Following ethical practices, the questionnaire was physically administered to respondents and retrieved afterwards. Smart PLS (version 3.2.9) and SPSS (version 26.0) programs were used for all the statistical analyses. This study uncovered significant direct and direct effects of curriculum management on the viability of graduate programmes. Institutional effectiveness significantly impacted graduate programmes’ viability while mediating the nexus between curriculum management and graduate programmes’ viability. Curriculum management and institutional effectiveness jointly explained a significant proportion of graduate programmes’ viability variance. The result of this study proved that graduate programmes’ viability depends, to a great extent, on how much curriculum is managed and how effective institutions are with their services. The result of this study can enable institutions seeking to run viable graduate programmes to re-evaluate their curriculum management practices and the effectiveness of their services.

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Section: Discussionmentioning

confidence: 99%

Curriculum Management and Graduate Programmes’ Viability: The Mediation of Institutional Effectiveness Using PLS-SEM Approach

Owan¹,

Emanghe²,

Denwigwe³

et al. 2022

JCT

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“…The study also showed that the role of the school administrator differs considerably from the material resource manager. Mbon et al, (2020) investigated wastage of school material resources and secondary school system effectiveness in Nigeria.…”

Section: Empirical Reviewsmentioning

confidence: 99%

“…Dysfunctional facilities should be immediately replaced for the safety of teachers and students and the principals should also ensure that material resources are stored under the right condition as this is essential for sustaining the ability of the teacher to perform for a long period of time. Unfortunately, the study by Mbon et al, (2020) revealed that school material resources were wasted in different and numerous ways and some of these ways were significant while others were not. Teaching equipment that was wasted in the schools included manuals, desks, workbooks, charts, projectors, playgrounds, drawing books, chalks, textbooks, laboratories, chalkboard/whiteboards, markers, handbooks, and computers.…”

Section: Principals' Materials Resource Management Practices and Teac...mentioning

confidence: 99%

Principals’ Educational Resource Management and Teachers’ Job Performance in Private Secondary Schools in Delta State, Nigeria

Ayoro,

Onyeike,

Ihechi

2023

EJES

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The paper investigated principals’ educational resource management and teachers’ job performance in private secondary schools in Delta State. Two research questions were raised and two corresponding hypotheses were tested in the study. A correlation survey design was adopted in the study. The population of the study was 15,951 (1,177 principals and 14,774 teachers) out of which 390 respondents (29 principals and 361 teachers) were sampled for the study using a stratified random sampling technique after applying the Taro Yamane minimum sample size determination formula. Two questionnaires titled “Principals Educational Resource Management Scale “PERMS” with 20 items and “Teachers Job Performance Scale” (TJPS) with 20 items were used to collect data on the independent and dependent variables of the study. The instruments were face and content validated by three experts in Measurement and Evaluation from the Department of Educational Psychology, Guidance and Counselling, University of Port Harcourt while Cronbach alpha was used to estimate the reliability of the questionnaires. Out of the 390 copies of the questionnaire administered, 352 copies (90.3%) were retrieved. The research questions were answered using simple regression while the hypotheses were tested using a t-test associated with simple regression at a 0.05 level of significance. The result of the study showed that financial and material resource management had a strong positive relationship of 0.630 and 0.728 with teachers’ job performance and contributed 39.8% and 53.1% respectively to teachers’ job performance. The relationship between both variables was also significant. The regular financial audit was recommended so that school funds can be judiciously used to promteachers’hers job performance. Article visualizations:<img src="/-counters-/soc/0071/a.php" alt="Hit counter" />

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“…Related studies on school material resources have examined school physical amenities (Asuquo & Ogar-Ikewn, 2021;Chimekwele & William-Yobo, 2021;Onuh, Eziuzo & Ekweogu, 2021), school buildings (Izobo-Matins, Olotuah, Adeyemi, Ayo-Vaughan & Odetunmibi, 2018;Rönnlund, Bergström & Tieva, 2021;Yildiz, 2020). Other researchers have assessed principals' management of different material resources broadly (Okon, Arop, Osim & Ukpong, 2020) and the wastage of specific resources such as libraries, agricultural products, and buildings (Mbon, Ukpabio, Ekanem, Okon, Uko, Ngaji & Okon, 2020;Owan, Osim, Ibor & Asuquo et al, 2021). In the current study, we were interested in linking the administration of three sorts of non-financial resources (school libraries, school records, and human resources) to goal fulfilment in secondary schools.…”

Section: Studies On Non-financial Resourcesmentioning

confidence: 99%

Principals’ management of financial and non-financial resources as correlates of institutional goal fulfilment in secondary schools in calabar metropolis

Odigwe¹,

Owan²

2022

Gl Jnl Educ Res

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This research examined the management of financial and non-financial resources by Calabar Metropolis’ public secondary school principals in relation to the fulfillment of institutional goals. Null hypotheses were developed based on the two specific objectives guiding the study. The study used the ex-post facto research design under the quantitative research framework. A census approach was adopted in enumerating all the 69 school managers (24 principals and 45 vice principals) in Calabar Metropolis, Nigeria. A validated questionnaire, with a reliability index of .90, was used for data collection. It was shown that there is a considerable association between the management of financial resources by school leaders and the fulfillment of institutional goals. A significant relationship was also established between principals’ management of non-financial resources (such as school libraries, school records and human resources) and the fulfillment of institutional goals in secondary schools. It is argued that to fulfil educational goals, financial and non-financial resources’ management in public secondary schools are critical. Policy and theoretical implications for successful educational management were discussed in light of this result.

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Wastage of School Material Resources and Secondary School System Effectiveness: Evidence from a Survey in Nigeria

Cited by 9 publications

References 3 publications

Curriculum Management and Graduate Programmes’ Viability: The Mediation of Institutional Effectiveness Using PLS-SEM Approach

Curriculum Management and Graduate Programmes’ Viability: The Mediation of Institutional Effectiveness Using PLS-SEM Approach

Principals’ Educational Resource Management and Teachers’ Job Performance in Private Secondary Schools in Delta State, Nigeria

Principals’ management of financial and non-financial resources as correlates of institutional goal fulfilment in secondary schools in calabar metropolis

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