北尼日利亚政府技术学校校长的管理实践的评价
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摘要
优秀的领导是决定所有教育机构成功和进步的主要因素。技术学院是尼日利亚的重点职业院校,他们能够给将来要从事各行各业的学生以充分的职业培训。这些院校校长的管理、领导风格使他们能找到最有效的方式来了解学校的目标以及每个学校成员的目标,并将其实现。校长是最为直接的行政管理人,能够第一时间联系到老师,学生和家长以及学校所在的社区。然而,许多尼日利亚的相关人士都表示了对学院给予学生的教学质量下降,各种各样的考试舞弊问题以及道德败坏等违纪行为的质疑。教育界的专家也抱怨对于学生公开考试失败率的增加,教学或学习资料的缺乏以及工作人员士气低落的现象缺乏有效的解决措施。这造成了部分学生家长已经将学生在校内或校外的不良表现归结到技术学校的校长身上。为了确定北尼日利亚的技术学校的校长在一些方面比如关税,评估,是否达到了他们的目标是很必要的。评估被看作是教育,包括项目的价值和效率评判的一个很重要的步骤。因此,有必要质疑尼日利亚北部的技术学校校长目前所采用的管理措施和战略是否合理。因此,本文旨确定(a)北尼日利亚的政府技术学校校长的教学管理,(b)北尼日利亚的政府技术学校校长的金融物资管理.(c)北尼日利亚的政府按术学校校长的全体员工的行政实践,(d)北尼日利亚的政府技术学校校长的学生全体员工的行政实践,(e)北尼日利亚的政府技术学校校长的学校社区关系管理实施和(f)北尼日利亚的政府技术学校校长的领导风格。这篇文章对在加纳(Ghana)和尼日利亚的技术学校作了一个全国性的比较,以确定来自于非洲同一地区的技术学校的相同点以及不同点,这种方法也被英国便用了.它更进一步检验了匹个重要的学校管理理论,包括(a)马克斯韦伯(Max weber's)的官僚模型理论。(b)道格拉斯马格雷格(Douglas McGregor's)的X理论和Y理论。(c)盖哲古巴(Getzels-Guba's)的管理理论和(d)泰勒的科学模型：这项研究在阿布贾联邦首都区的8个联邦技术学校和30个州技术学校以及14个北尼日利亚的州进行。这些技术学校根据自身经历,资历以及校长的年纪进行分类。每一个分类依据都有低,中，高三个类别。经验较低的校长(1-10年)有5个,中等经验的校长(11-20年)有16个,高等经验的校长(21-30年)的有17个。(BA/BSC/B.TECH)低学历-文学士／商学士／乙等.技术学院(首先程度不教育)的校长有11个,中等学历-B.ED/BA.ED/BSC.ED/BTECH.ED(首先程度与教育)的校长有13个,高学历(硕士学位)的校长有14个。年级较小的(31-40岁)的校长有8个,中年校长(41-50)的校长有19个,老年校长(51-60)有11个。本研究所采用的是一个混合方法,包括描述性的调查,采访和观察研究。在北尼日利亚各州的677名教学人员中,通过分层随机抽样方法找出了352名教学人员作为研究对象,其中包括校长。数据的收集是通过有组织的调查问卷,采访调查和观察报告。在这项调查中.这个有组织的调查问卷的题目为;校长管理实施鉴定调查表；这个表是由文学调查者所获得的项目以及当下的校长地管理实施活动组成的。调查问卷分为2部分。第一部分是问卷回答者的一些基本信息,包括：学校名字,职位,性别,最高学历,教学／行政年限以及年龄。第二部分又根据调查问题的标号分为很多小节,它包含了78个项目,覆盖了整个调查。调查者会介绍说明这次调查的目的以及记录所需要的东西。分给校长和老师的问题是不同的但是需要相同的答案。问卷有组织的覆盖了校长管理的各个方面。调查者一共有12个问题,分别给校长和老师各6个。观察报告清单同样将成为一份观察表。它由学校名字,日期以及观察事项组成。观察报告清单要求能够覆盖管理实施的各个方面。介绍被访者的书信都是从教育研究中心和中国民族心理学部门以及工业技术教育部门,尼日利亚米纳联邦技术学校搜集得到的,这是为了帮助搜集研究的有关信息。调查和观察报告的数据是研究员和研究助理从被访者那里(校长,副校长,院长以及老师)搜集的,在这种情况下,调查问卷很快就搜集到了。在某些情况下：被访者会考一星期的时间来完成并且问卷将田邮局寄回。为了增加调查问卷的机密性,被访者将不会直接标明他们的名字。当然,他们需要标明他们的工作年限和社会地位,并以此来作被访者分类。为了加强调查问卷的实施：调查者将让他们的毕业于工业技术学校的学生或者现在正在技术学校教书的同事作为调查问卷助理来帮助做这个调查。这些助理足够简单的管理和搜集这些调查问卷了。他们同样能够帮助搜那些额外的调查者需要的有关信息。所采用的这个方法避免了调查仪器的不足以及提高了调查问卷的返回率,在用于调查的76%的调查问卷中有75%都被返回了。而采访调查数据是研究员通过面对面或者电话采访得到的。这些调查观蔡数据是从38个技术学校搜集来的,观察是在调查者和调查助理进行调查的时候进行的.调查助理能够在他们的访问当中充分的简报什么需要观察并且提供观察清单,使得有关的信息能够从中抽出.只要允许,学校的环境,公共设施,以及学生的作品都会被照下来.有6个校长和12个老师,分别来自北部中心,东北和西北的3个联邦以及3个州的政治地区的技术学校拒绝了这次访问.为了展示这份调查问卷内在的联系性,这些项目被来自库莫古堡州(Kumo-Gombe state),阿萨克纳萨日瓦州(Assakio-Nassarawa state),卡卡纳姆达州(Kaura-N amo da, Zamfara state)的公立技术学校以及阿布贾的公立科学技术学校的4个校长.8个院长以及28个老师试用了。来自这四所技术学校的被访者并不是主要的研究对象。这些工作人员中的40名被访者将来确定这次调查问卷的可信度。组成这份调查问卷的6部分的可信度分别为0.780.,0.865.0.531,0.563,0.732和0.641,然而根据Cronbach的方法问卷的整体可信度为0.905。这项调查所使用的仪器经过了6个专家的认证：专家座谈小组由4名教授,1个高级讲师和科学与技术学院董事会(STSB) Minna的行政管理人组成。其中的2名教授,分别来自美国的2所大学,是心理学领域的。另外2个教授是职业技术教育领域的,他们分别来自米纳(Minna)联邦大学和阿布巴卡塔法瓦巴勒瓦(Abubakar Tafawa Balewa)大学。那位高级讲师是来自米纳(Minna)的联邦大学的工业技术学院的。根据专家的评论,考察和建议,一些项目,问题或者是清淡被修改或者删除了,它们要么是模糊不清的要么就是太罗嗦。比如,“校长允许委员会来掌握所有的经费事宜”被改为了“校长任命了委员会中的人来处理经费问题”另外,“学校应有有大量藏书和期刊的图书馆来更好的进行教学和学习”被改为了“校长给学校提供了有大量藏书的图书馆”.被完全删除的项目比如“全体职工都对所使用的数据和指导感到和满意的时候就可以创造文化”“校长应清晰地规定所有工人在设备管理上的责任”等等。这样就使得原采的100个项巨缩减至了78个,这个数量足够进行这次研究了。采访导引和观察列表也被改过了以便适应新更改的精简的问题列表。6个研究问题和6个假设测试对于这个研究的重要指导意义系数为0.05。这些无效的假定包括：1在北尼日利亚,缺少经验,有点经验和非常有经验的校长在教学项目的管理上不会有明显的区别(p)<.05)。2在北尼日利亚,低学历.中等学历和高学历的校长在经济物质资源管理方面不会有太明显的差异(p)<.05)。3在北尼日利亚,年轻的校长,甲年校长和老年校长在员工个人行政实践方面不会有太大的区别(p<.05)。4在北尼日利亚,来自联邦技术学校和来自州技术学校的被访者将在学生个人行政实践方面不会有太大的差异(p<.05)。5在北尼日利亚,来自州技术学校和来自联邦技术学校的学生在回答校长对于学校社区关系管理所采取的措施方面不会有太大的差异(p<.05)。6在北尼日利亚.来自州技术学校和来自联邦技术学校的被访者对于校长所采取的领导风格方面不会有大明显的差异(p<.05)。获得的数据用spssl6版软件进行了分析。频率计数,平均值,标准偏差和排名都用来解决了研究中的问题,而杜克HSD的因素方差分析方法用来处理假设1-3和独立样本t检测被用来检测假设4-6。数据分析的结果显示：第一个问题的所有项目,也就是关于被校长作为教学项目的管理方法,都被被访者接受了,“校长确保学校的日常上课时间表”在第一时间排好,然后“校长将提供所有教学需要的资源在最后安排”。第2个问题,也就是关于校长管理经费物资的方法,有4个项目被被访者拒绝了。第3个问题,关于校长管理员工个人的行政管理实施,有1个项目(校长经常参与学术人员或者非学术人员的招聘)被拒绝了,其他都被接受了。第4个问题,关于校长如何管理学生行政实践,有1个项目(校长单独承担安排学生到交换课程的责任)被拒绝了,其他的11个都被接受了。所有的关于校长管理学校社区管理的措施的10个项目都被接受了,它有一个平均差2.60-3.16,另外在第6个问题中,关于校长的管理风格,有1个项目(校长对于学校员工的福利待遇的关注应该多于学校目标的实现)被拒绝了,调查问卷显示,官僚管理(校长检查原则,管理非常严厉)是在北尼日利亚最长使用的管理方法,而民主管理(校长鼓励老师参与决策)只排在第二。假设的结果显示：1受访者所表达的意见没有显著的差异,他们都认为技术学校校长如何管理教学和校长的个人经历有关：2他们同样几乎都认为技术学校校长如何管理学校金融物资资源和校长的资历有关：3他们还认为技术学校校长如何管理学校的员工个人行政实践和校长的年纪有重大关系：中等年龄段(41-50岁)的校长对高等年龄段(51-60岁)的校长有一定影啊：独立样本t测试中,受访者的意见仍然没有较大差异,他们都认为在州和联邦技术学校中.校长都根据自己的领导风格采取了学生个人行政实习以及学校社区关系管理政策。得至到以下结论：经验对于校长如何管理教学项目是没有影响的,它是取决于校长目前对于教育项目管理的努力程度。校长对于经济物资资源的管理和他的资历没有关系,当下的部分经济物资管理方法有必要改善了。中年校长(41-50岁)在员工个人行政实施方面表现得更好,尽管有些政府政策干涉对于校长如何管理员工个人行政实施。技术学校的所有权对校长如何管理学生个人行政实践是没有影响的,当下的方法就已经很好了。对技术学校的所有权对校长如何管理学校社区的关系没有影响,家委会是学校和社区最主要的联系。对技术学校的所有权同样对学校校长的领导风格没有影响,现在北尼日利亚的技术学校的校长最普遍使用的就是官僚的领导风格。在进行这项调查的时候,遇到了下面几个问题：1与调查的学校的接触时间太短,没有足够的时间来进行相关的观察。如果进行几天的话,这个现象会更加明显。只有6个校长和12个老师被访问了,大部分的调查的大部分数据都是在38个技术专科学校完成的,这对三角分割数据不够。由于是观察,所以只能局限于所看到的；因此要得到某些方面的相关数据就很难,比如资金方面的管理数据；4在调查中有一些中断的问题存在,特别是电话访问的时候,网络故障,手机故障,这些都很可能影响到这样研究的相关数据。最普遍的发现是被这个范围内被访者是否提供了诚实答案。因此,这项研究受到了调查问卷的类型的限制。6这项研究还被北尼日利亚这个地区范围限制了：认为在北尼日利亚所得到的结果使用于整个尼日利亚或许是不谨慎的。根据以上发现,提出以下几点建议：政府应该支持校长的合理战略,技术学校的管理人员不应该为了满足最小的需求根据经历以及资历来任命校长,管理人员应该任命中等年龄段的人作为校长,因为他们更能好的执行全体员工或个人的行政做法,校长应该始终将工作人员的预算工作认真落实,校长应该找合资企业做一些非盈利投资来寻找可替代的资金来源,校长应该参与技术学校管理人员组织的学术性和非学术性的人员招聘,校长应该掌握学生学术进步的程度的真实情况。这不仅对于家长是一个重要的成果,对于老师和校长本人也是。这个目标可以通过鼓励老师经常考试并正确记录考试结果来实现。校长应该继续和太平洋保险人员联系并做出学生福利的计划,这被证实是学校和社区最主要的联系并且校长应该尽量使用有利于整个教育系统的领导风格比如民主领导风格。为了能够对技术学校的校长地管理作进一步的研究.本文又研究了一下几个课题：1.北尼日利亚公立技术学校的管理实施。2北尼日利亚公立技术学校的校长的管理实施对教师表现的影啊。3北尼日利亚公立技术学校的对参与组织的有效管理措施。4对比在州和在联邦技术学校的校长地管理措施,以及5北尼日利亚中心的技术学校的校长地管理措施对于学生的学术成就所造成的影响。
Good leadership is the major factor in the determination of the success and progress of any educational institution. Technical colleges are regarded as the key vocational institutions in Nigeria, they give full vocational training intended to prepare students for entry into various occupations. These institutions are headed by principals whose management or leadership style will enable him/her to evolve most effective way to realize the goals of the school and that of individual members of the school. Many concerned people in Nigeria have expressed their uncertainty about the quality of instruction given to students, the fall in standard of education, the problem of examination malpractice, indiscipline of many kinds, moral laxity and so on. Experts in education also complained of lack of effective handling of resources available in order to provide the needed services, increase in the failure rate of students in the public examinations, dearth of instructional or learning materials and general low morale of personnel. Consequently blames have been apportioned by some parents to principals of technical colleges in connection to poor performance and behaviors of students in and outside the schools. Therefore, there is need to question strategies currently being adopted by the principals for managing technical colleges in Northern Nigeria going by complains from various stakeholders for non performance. This study was therefore designed to identify (a) management of instructional program by the principals in government technical colleges in Northern Nigeria,(b) financial/physical resources management of principals in government technical colleges in Northern Nigeria,(c) staff-personnel administrative practices of principals in government technical colleges in Northern Nigeria,(d) student-personnel administrative practices of principals in government technical colleges in Northern Nigeria,(e) school-community relationship management practices of principals in government technical colleges in Northern Nigeria, and (f) leadership styles of principals in government technical colleges in Northern Nigeria. The study was carried out in8federal technical colleges and30states technical colleges located in federal capital territory, Abuja and14Northern states of Nigeria. A mixed-method design involving a descriptive survey, interview and observation was adopted for the study. A total of352teaching staff including principals were randomly sampled and stratified along states in Northern Nigeria, out of677teaching staff. A structured questionnaire, interview guide and observation checklist were used for data collection. The survey and observation data were collected by the researcher and research assistants while interview data was collected by the-researcher using face to face and telephone interview. The reliability coefficient of the questionnaire was determined to be.905using cronbach's alpha method while6experts from5different institutions validated the instruments used for the study. Six research questions and6-hypotheses tested at.05level of significance guided the study. Data obtained were anaiyzed using SPSS version16software. Frequeney count mean standard deviation and ranking were employed to answer research questions, while one way analysis of variance (ANOVA), Tukey HSD, and independent sample t-test were used to test the hypotheses. The result of data analysis indicated that:1. There was no significant difference (p<.05) in the views expressed by the respondents on how principals manage the instructional programs in technical colleges with respect-to experience of the principal2. There was no significant difference (p<.05) in views expressed by the respondents on how principals manage financial/physical resources in technical colleges with respect to qualification of the principal..3. There was a significant relationship (p<.05) in the views expressed by the respondents on how principal execute staff-personnel administrative practices in technical colleges with respect to principal's age. Principals in the medium age group (41-50years) had influence on other principals classified as high age group (51-60years).4. The independent sample t-test did not show any significant difference (p<.05) in the views expressed by respondents in the state and federal technical colleges on student-personnel administrative practices of principals, school-community relationship management practices adopted by the principals, and leadership styles used by the principals. Based on the findings, it was recommended that:government should support appropriate strategies used by the principals, administrators of technical colleges should not appoint principals strictly on experience and qualification after meeting the minimum requirement, administrators should appoint principals of middle age (41-50years) as they appeared to execute staff-personnel administrative practices better, principal should always involve staff in budget preparation, principal should sought alternative sources of funding through investment in profit making ventures like agriculture, principals should be involved in the recruitment of academic and non academic staff by the administrator of technical colleges. Principal should continue to involve P. T. A members in planning the welfare of students as this as proved to be the major link of the schools to the community and that principal should engage in the use of leadership styles that are beneficial to the system like democratic leadership style among others.
Good leadership is the major factor in the determination of the success and progress of any educational institution. Technical colleges are regarded as the key vocational institutions in Nigeria, they give full vocational training intended to prepare students for entry into various occupations. These institutions are headed by principals whose management or leadership style will enable him/her to evolve most effective way to realize the goals of the school and that of individual members of the school. Many concerned people in Nigeria have expressed their uncertainty about the quality of instruction given to students, the fall in standard of education, the problem of examination malpractice, indiscipline of many kinds, moral laxity and so on. Experts in education also complained of lack of effective handling of resources available in order to provide the needed services, increase in the failure rate of students in the public examinations, dearth of instructional or learning materials and general low morale of personnel. Consequently blames have been apportioned by some parents to principals of technical colleges in connection to poor performance and behaviors of students in and outside the schools. Therefore, there is need to question strategies currently being adopted by the principals for managing technical colleges in Northern Nigeria going by complains from various stakeholders for non performance. This study was therefore designed to identify (a) management of instructional program by the principals in government technical colleges in Northern Nigeria,(b) financial/physical resources management of principals in government technical colleges in Northern Nigeria,(c) staff-personnel administrative practices of principals in government technical colleges in Northern Nigeria,(d) student-personnel administrative practices of principals in government technical colleges in Northern Nigeria,(e) school-community relationship management practices of principals in government technical colleges in Northern Nigeria, and (f) leadership styles of principals in government technical colleges in Northern Nigeria. The study was carried out in8federal technical colleges and30states technical colleges located in federal capital territory, Abuja and14Northern states of Nigeria. A mixed-method design involving a descriptive survey, interview and observation was adopted for the study. A total of352teaching staff including principals were randomly sampled and stratified along states in Northern Nigeria, out of677teaching staff. A structured questionnaire, interview guide and observation checklist were used for data collection. The survey and observation data were collected by the researcher and research assistants while interview data was collected by the-researcher using face to face and telephone interview. The reliability coefficient of the questionnaire was determined to be.905using cronbach's alpha method while6experts from5different institutions validated the instruments used for the study. Six research questions and6-hypotheses tested at.05level of significance guided the study. Data obtained were anaiyzed using SPSS version16software. Frequeney count mean standard deviation and ranking were employed to answer research questions, while one way analysis of variance (ANOVA), Tukey HSD, and independent sample t-test were used to test the hypotheses. The result of data analysis indicated that:1. There was no significant difference (p<.05) in the views expressed by the respondents on how principals manage the instructional programs in technical colleges with respect-to experience of the principal2. There was no significant difference (p<.05) in views expressed by the respondents on how principals manage financial/physical resources in technical colleges with respect to qualification of the principal..3. There was a significant relationship (p<.05) in the views expressed by the respondents on how principal execute staff-personnel administrative practices in technical colleges with respect to principal's age. Principals in the medium age group (41-50years) had influence on other principals classified as high age group (51-60years).4. The independent sample t-test did not show any significant difference (p<.05) in the views expressed by respondents in the state and federal technical colleges on student-personnel administrative practices of principals, school-community relationship management practices adopted by the principals, and leadership styles used by the principals. Based on the findings, it was recommended that:government should support appropriate strategies used by the principals, administrators of technical colleges should not appoint principals strictly on experience and qualification after meeting the minimum requirement, administrators should appoint principals of middle age (41-50years) as they appeared to execute staff-personnel administrative practices better, principal should always involve staff in budget preparation, principal should sought alternative sources of funding through investment in profit making ventures like agriculture, principals should be involved in the recruitment of academic and non academic staff by the administrator of technical colleges. Principal should continue to involve P. T. A members in planning the welfare of students as this as proved to be the major link of the schools to the community and that principal should engage in the use of leadership styles that are beneficial to the system like democratic leadership style among others.
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