Comparative Study of the Administrative Process of Public and Private Senior Secondary Schools in Bauchi State (Published)
The study is investigating “Comparative Study of the Administrative Process of Public and Private Senior Secondary Schools in Bauchi State’’. The aim of the study was to compare the extent of coverage of the administrative process in senior secondary school between privately owned schools (private schools) and Government owned schools (public schools) in Bauchi State. It was designed to survey the administrative process in line with UNESCO (1985) six administrative processes propounded by Henri Fayol called Fayolism or theory of administration, for the school administrators. Six research questions guided the study; while six hypotheses were tested at 0.05 level of significance. This study adopted the Descriptive Survey Design, Cronbach Alpha coefficient reliability of 0.80 estimated as the consistency reliability of the questionnaire. A 36 item questionnaire was used to extract information from 171 respondents, made up of 105 principals, 31 administrative officer and 35 senior teachers, which constituted the sample. Data was analysed using Mean and T-test as statistical tools. Result of the study revealed that (i) the grand mean LE=4.045 of the planning process of public and private schools has no significant difference (ii) the organizing process of public and private schools with a grand mean of LE=3.605, (iii) there is no significant difference in the staffing process of public and private senior secondary schools, though the administrative process of staffing receives the least attention in the administrative processes with a grand mean of a ME=3.375;(iv) the directing process has a grand mean LE=3.5;(v) the coordinating process LE=3.61;(vi) while the evaluating process was at a grand mean of LE=3.84. contrary to previous assumption, the null hypothesis which was accepted and alternative was rejected showing to a large extent, secondary school administrators in Bauchi carry out administrative processes in line with known practices and are similar to both public and private schools; It was recommended among others that: school administrators should seek to improve on their administrative processes; and administrators of public schools and private schools should accept one another, there should be more emphasis on the staffing in schools.
Parental Variables and Expectations towards Public and Private Secondary Schools in Akwa Ibom State, Nigeria (Published)
The study examined the attitude of parent and their expectations towards public and private secondary schools and factors affecting the choice of secondary schools for their wards. Three null hypotheses were raised to guide the study. The research design was a survey. The sample size was 1,000 parents, drawn through stratified random sampling technique. The bases for stratification were Senatorial Districts. Data collection was done through structured questionnaire. Data obtained were analyzed using Analysis of Variance (ANOVA). The findings showed significant differences among parents who had children in public and private secondary schools in Akwa Ibom State. Based on these findings, it was recommended that the state government should support incentives that will transform the school plant into most conducive environment for academic activities. Similarly, proprietors of private schools should recruit professionally trained teachers for effective teaching and learning activities
A Comparison of Academic Performance between Public and Private Secondary Schools in Wareng District, Kenya (Published)
Good performances in private schools have not only attracted many parents but also left the public wondering what secret could be behind their success. Despite government investing heavily in public schools, not much in terms of performance is yet realized. Most public schools, especially in urban areas, are well staffed. Teachers in public schools are better paid compared to those in private. This paper undertakes a comparison between Public and Private secondary schools in terms of academic performance. The paper is based on a study carried out to determine the level of variation in academic performance between public and private primary schools in Wareng District and the major possible causes of such variations. The study covered a total of 55 public and 17 private schools distributed evenly among the five educations Zones in the district. The figures translate to 52% and 68% of public and private schools respectively. Data collection was by means of questionnaire administered to teachers and head teachers. Results on performance were collected from District Education Office. Performance in the Kenya Certificate of Primary Education (KCPE) was used because it is a national examination that is not biased. The duration covered three years, 2007-2009 inclusive. The findings of the study revealed that despite government investing generously in public schools private schools still outshine them. It is clear that private schools perform much better in academics than public schools. KCPE results for the three years (2007-2009) where private schools were ahead of public ones consecutively – in all the zones. Moreover, public schools in the District are relatively well staffed with pupil-teacher ratio in urban areas at 21:1 in rural areas in average pupil-teacher ratio in the District was 31:1. The research findings are of significance to Ministry of Education policy makers and public schools.
EFFECTS OF EDUCATIONAL SUPERVISION ON PROFESSIONAL DEVELOPMENT: PERCEPTION OF PUBLIC BASIC SCHOOL TEACHERS AT WINNEBA, GHANA (Published)
Educational supervision is very vital in the professional development of teachers. The study therefore aims at investigating the perception of public basic school teachers at Winneba, Ghana, on educational supervision in relation to their professional development. In all, 106 teachers of the public basic schools in Winneba who had spent at least a year at their respective schools were randomly selected and used for the study. The questionnaire was used to collect the data. One key finding from the study is that generally, majority of the teachers perceived educational supervision as having a positive impact on their professional development in terms of developing experience; curriculum, teaching methods and materials; classroom management; characteristics of pupils; and assessment. They also perceive educational supervision as helping to identify the needs of teachers and accordingly, plans professional development activities. Another finding is that educational supervisors highlight the strengths of teachers’ performance and encourage them to reflect on their challenges through which solutions are found to overcome them. More so, there is no significant difference in the views of male and female teachers of public basic schools at Winneba, in terms of developing their experiences, classroom management, characteristics of the pupils they teach, and assessment techniques. However, there is a significant difference in their responses in terms of curriculum, teaching methods and materials. The study, therefore, recommends that frequent and effective professional development activities should be organized by educational supervisors to enable teachers identify and develop their strengths, and address their weaknesses. Also, educational supervisors should not be interested in finding faults of teachers but more importantly, dialogue with teachers to identify their strengths and weaknesses in order to improve on their professional knowledge, skills and experiences.