CHAPTER ONE

INTRODUCTION

1.1      Background of the study

The Management and administration of the Nigeria Educational system is by law vested concurrently in the hands of the Federal, State and Local Government. Whereas the Federal and State Governments carry out their responsibility and duties on education through the respective ministries of Education which according to Ajayi and Oni (1992) essentially render administrative and professional services, the Local Government administers elementary education under its jurisdiction through Local Governments Education Authority. The contribution of the three tiers of governments is equally complemented by the efforts of the private entrepreneurs and professional associations such as the Parents Teachers Association (PTA), Nigerian Union of Teachers (NUT) and corporate agencies, among others. In addition, there have been commendable efforts of philanthropists and community members who are committed to reviving education service delivery in Nigeria. Conscious of the fact that success in the realization of educational goals depends largely on the teacher, the National Policy on Education, FRN (2004), recognizes that the quality of education is guaranteed by teacher effectiveness. The teacher’s task is to teach, educate, provide educational guidance, promote the quest for scientific knowledge and conduct regular assessment (FRN, 2004).In view of the important and diverse nature of the teacher’s job, the necessary resources and conducive working environment must be provided to facilitate the effective execution of his/her task. The provision of favourable physical and psychological working environment is the task of school administrators. The quality of such administrative service transcends location so that principals and teachers in all schools are supposed to be offered a fair and equal opportunity to be effective. This is particularly important because the practice in the state has been that education zonal offices are located in the local government council headquarters and they appear to concentrate on schools nearby. As a result, teachers in the distant areas stand the risk of being deprived of needed motivation because the officers in the zonal offices do not extend their services to such areas. The most important factor in teaching is the teacher, not technique method or curriculum because he translates all these into meaningful learning experiences for students, (Abiogu and Ugwuja 2007). Next to the quality of the teacher is the quality of administrative services provided in schools to enhance effective teaching. By implication, teacher effectiveness goes along with the quality of administrative services provided, A teacher here refers to one who guides and tutors another towards the acquisition of desired knowledge and skills, The concept of teacher effectiveness is elusive given that teaching is a complex activity (Zeichner, 2006) However for the purpose of this study, teacher effectiveness refers to the process of the teacher’s interaction with the students in educating them and students performance in tests and examinations (Hughes, 2001). In Benue State constraints to teacher effectiveness are multiple Ada, (2000) identifies some to include: a)lack of professional training b)physical characteristics of the teacher, c) personality traits, and d) administrative constraints. In the first instance, teaching is one of the most difficult jobs because human behaviour is complex and difficult to modify or change especially if one is not equipped to do so, (Abottchampman , Hughes & Wyld, 1992). This lack of professional training becomes a major constraint to teacher effectiveness .Physical characteristics such as voice quality and non-verbal communication skills and such effective qualities as fairness, patience, humour and concern for 3 students can enhance teacher effectiveness (Dimmock, 2005). Therefore a teacher who lacks these qualities will likely fail to foster the social, emotional and psychological development of the child. Other personal attributes that can affect teacher effectiveness include: good health, punctuality, regularity and fairness (Okoh, 1990). In addition, personality traits such as self-concept, aggressiveness, locus of control and attitude to work in general, are believed to affect effectiveness. These personal attributes are particularly desirable if the teacher is to view teaching as a cause beyond oneself (Dimmock, 2005). This implies that love for the job itself will lead to greater commitment and self sacrifices, without which teaching becomes a stop over to other jobs or just another boring means of earning a living. In such a situation teacher effectiveness is sacrificed. Some of the contributing factors to teacher effectiveness, of course, lie on the school administration. The decision to dwell on administrative constraints stems from various factors. In Benue State, 90% of teachers in government secondary schools are trained,(Benue State Education Summit Digest,2005). The premise is that they possess adequate professional competencies. Secondly, this researcher shares the views of Bello, (2000) that it is possible for teachers lacking desirable physical and effective traits to be given adequate training and provided conducive working environment. Thirdly, because of fewer job opportunities in Benue State, due to lack of industrialization, some people going 4 into teaching are just looking for job and need to be highly motivated by school administrators to be effective

1.2      STATEMENT OF THE PROBLEM

School leadership and management style are also important factors, which can either motivate or lower teacher morale and commitment. Nwankwo (1984) found that teachers feel highly motivated when they are consulted about decisions regarding their work. Unfortunately, too high a proportion of school managers (principals and head teachers) are highhanded and autocratic in their dealings with teachers (Ayeni 2005). The attitude of inspectors towards teachers in supervising their work is another important workrelated motivational factor. Bamisaye (1998) found that unfair administrative and supervisory practices tend to undermine teacher morale. it is in view of the above that the researcher intends to investigate the impact of the Nigerian union of teachers (NUT) on the management of educational crises in secondary schools in Nigeria.

1.3      OBJECTIVE OF THE STUDY

The main objective of the study is to ascertain the impact of Nigerian union of teachers on the management of educational crises in secondary schools in Nigeria; but to aid the completion of the study, the researcher intends to achieve the following specific objectives;

i)             To ascertain the impact of NUT in the management of crises in secondary schools in Nigeria

ii)           To examine the role of NUT in combating the menace of mismanagement in secondary schools

iii)          To examine the effect of NUT on the management style of secondary schools in Nigeria

iv)         To ascertain if there is any relationship between NUT and crises management in secondary schools

1.4      RESEARCH HYPOTHESES

To aid the completion of the study, the following research hypotheses were formulated by the researcher;

H0: NUT has no significant impact on the management of crises in secondary schools.

H1: NUT has a significant impact on the management of crises in secondary schools.

H02: NUT does not play any role in combating the menace of mismanagement in secondary schools.

H2: NUT does not play a role in combating the menace of mismanagement in secondary schools.

1.5      SIGNIFICANCE OF THE STUDY

It is believed that at the completion of the study, the findings will be of benefit to the management of secondary schools across the country weather private or public in combatting administrative crises in their schools, the study will also be of benefit to the executives of the Nigerian union of teachers, as the findings will guide them on how to used their organization in influencing management style and decision making in favor of her members. The study will also be of benefit to researchers who intend to embark on a similar topic as the study will serve as a pathfinder to futher studies, and finally the study will be of great benefit to the managements of secondary schools, students, pupils and academia as the findings will also add to the pool of existing literature   

1.6      SCOPE AND LIMITATION 0F THE SRYDY

The scope of the study covers the impact of NUT Nigeria union of teacher on the management of educational crises in secondary schools in Nigeria. But in the cause of the studies there were some factors which limited the scope of the study;

a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study 

b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.

c) Organizational privacy: Limited Access to the selected auditing firm makes it difficult to get all the necessary and required information concerning the activities. 

1.7 OPERATIONAL DEFINITION OF TERMS

 NUT: The National Union of Teachers was a trade union for school teachers in England, Wales, the Channel Islands and the Isle of Man. It was a member of the Trades Union Congress

Management

Management is the administration of an organization, whether it is a business, a not-for-profit organization, or government body.

Crises

 A crisis is any event that is going to lead to an unstable and dangerous situation affecting an individual, group, community, or whole society

Management crises

Crisis management is the process by which an organization deals with a disruptive and unexpected event that threatens to harm the organization, its stakeholders, or the general public

1.8 ORGANIZATION OF THE STUDY

This research work is organized in five chapters, for easy understanding, as follows

Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding.  Chapter five gives summary, conclusion, and recommendations made of the study  

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