CHAPTER ONE
INTRODUCTION
Background of the Study
The management of security is paramount to the effective management of schools
and it is an issue that has attracted a great deal of attention and concern from learners,
educators, parents, and the public at large. Management is viewed as the coordination of
all the resources of an organization, through the process of planning, organizing, directing
and controlling in order to attain organizational goals (Ogunu, 2009). Management is a
vital function of school administration. The school principal has to plan, organize, direct,
control and evaluate staff and material resources to achieve the objectives of the school.
The Education Board with the school managers have multiplicity of functions to
perform such as arrangement of students and grouping of activities into units to make for
utilization of material resources in carrying out functions. Some of the functions are
planning curriculum, organizing procedures and resources, arranging the environment,
monitoring students’ progress, protecting the students and providing security for the
school facilities and stakeholders. They must be concerned not only with the quality of
instruction, but also with the maintenance of safety and security in the school. Michele,
Water, Susan, and Atartins (2007) stated that the school principal works to make school
experience humanized so that the students could feel connected, valued and motivated to
learn and achieve the school objectives. They further said that the principal has to
endeavour to improve the school environment so that the teachers could feel confident,
respected and safe. This proves a well-managed school with a good social climate. A
well-managed school begins with thorough advanced planning by the head of the school
and the teachers, to ensure that the teachers have adequate knowledge of their subjects
and those security needs of the students and staff are guaranteed.
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