Study sought to establish problems head teachers faced in management of curriculum implementation in schools. Descriptive survey was used and sample of 56 head teachers (74%) was randomly selected from head teachers in the district. Findings indicated that head teachers faced several challenges in school management. Conclusions of the study were that head teachers faced serious challenges in the management of curriculum implementation, physical facilities and material resources, teaching staff personnel and students discipline. Recommendations were that government should help to mitigate situation by releasing funds for free secondary education, early in the beginning of the year and help to provide facilities such as laboratories and equipment. Board of governors and PTA should combine efforts with head teachers to deal with the many challenges of school management.
While school based management reforms are turning around the ailing the education sectors of many nations,India is yet to fully internalize such developments. Many reports on Indian school education stressed for management oriented reforms for better quality and accountability.This book, therefore, provides,hitherto unexplored,insights into the system & status of school management in India, in terms of the five universal functions of management with school based management perspective. The second chapter highlights the aspects of the planning framework,community participation, academic, infrastructure & financial planning aspects and the third part concentrates on the organizational issues viz.the policies,norms,structures,decentralization,delegation & autonomy. Next chapter analyzes the teacher shortage, recruitment,training,& other staffing practices while the fifth part deals with directive function of the school head in terms of leadership,motivation & school culture.The sixth chapter explores the controlling mechanism through teacher appraisal system, student evaluation & accountability and the last part provides conclusions and issue-based suggestions for policy makers.
In Ghana, children with disabilities (CWDs) are described as an “emerging minority” with little attention paid to critical issues that emerge in the management of state-maintained special schools for children with hearing impairment (SMSSCHI). Such schools have been excluded from on-going research agendas aimed at locating the quality of basic education. This study examined the management of SMSSCHI with a focus on the nature of the day-to-day management; organisational challenges; relationships between SMSSCHIs and stakeholders; educational policies that influence the management of SMSSCHI; and boundary issues in day-to-day management. Secondary data was obtained from an analysis of relevant literature. Secondary data was harvested in two phases: Phase 1 involved visits to seven out of the 12 SMSSCHI while Phase 2 concentrated on three schools. Data were analysed using the planning, organising, staffing, coordinating, reporting, budgeting (POSDCoRB) framework. Key findings were that day-to-day management practices were homogenous across study schools. Organisational boundary issues emerged as significant in the involvement of stakeholders in school management. Societal conceptions
The main purpose of this work is to focus on the organizational structure of pre-nursery, nursery, and kindergarten schools by analyzing the social background and evaluate the different methods used by the management of such schools for creation of human capital. The work further analyzes the kind of education and skills imparted by these schools and also identifies the problems faced by the management , faculties and children''s parents of pre-nursery, nursery and kindergarten levels and their solutions. The analysis should help in shedding some light on this exciting environment, and should be useful to the school administrations to understand their role, responsibilities and accountabilities, or anyone else who may be considering to do research on this important issue of creation of human capital especially in the third world countries.
This book shows the extent of parents’ involvement in secondary school management, identifies effects of increased parents’ involvement on the managerial functioning of Headteachers as well as establishing the perception of parents’ involvement in secondary school management. A hybrid theoretical framework of the behavioural science theory and parents-school-relations concept buttressed the study and revealed that parents’ involvement in the management of schools support Headteachers in their various roles hence, more parents’ involvement was requested for. The Ministry of Education should encourage parents’ involvement in the management of public secondary schools; review the role of parents’ involvement in secondary school management with a view to giving legal status to the Parents’-Teachers’- Associations. The Perception of parents’ involvement in the management of other sectors of education in Kenya should be studied to elaborate of how parents’ involvement is perceived. This book suggests that further studies be done to throw more light on parents’ involvement in secondary school management, its financial, political, tribal and religious implications for Headteachers.
This book has been prepared for both the beginner and the advanced educator. For the beginner there is integration of the knowledge, skills and concepts to understand and apply in the administration, management and organization of schools as institutions. The success of schools is dependent on how they are administered, managed and organised. This book provides the bases for the beginning educator and as a resource of reference for the experienced educator as well.Examples are based on the real documentations in the normal school environment.
Language is the most distinctive trait that separates man from other living things. It calls for concern when a child cannot use language as s/he should. This study provides a situational report on the management of children with communication disorders in Port Harcourt, Nigeria. The essence is to see the possible ways for improvement on the setting portrayed. This study aims to proffer solutions to the challenges encountered in the management of children with communication disorders. It was revealed from our analysis that the challenges in the management of these children include ignorance, dearth of professionals to attend to the children, lack of teaching aids, poor attitude of language teachers to the acquisition of the knowledge of communication disorders and lack of provisions in schools and hospitals for children with communication disorders. Parents of children with communication disorders, teachers in mainstream and special schools and researchers in Clinical Linguistics or Special Education will find this book very resourceful.
A study was designed to evaluate the perceived impact of headteacher transfers on the management of Government Grant Aided Secondary Schools in Kampala district, Uganda, East Africa. Fifty percent of Headteachers, 90% of the deputies, 50% of Board of Governors, 23% of teachers participated in the study. The findings showed that not in all transfer cases are the Board of Governors consulted. Thus, they are forced either to accept or reject the new headteacher. It was also established that transfer of a headteacher has an effect on staff management because the new head may differs from the old, in terms of personality and interpersonal skills and attitudes, experience and the style of leadership. To a lesser extent, the Management of students’discipline was interfered with especially after the transfer of a disciplinarian headteacher. The Ministry of Education and Sports is advised to work hand in hand with all the stakeholders to be involved in the process of headteacher transfers. Further studies are needed to understand transfers of headteachers of other types of schools in the Education sector in Uganda and neighboring states of the East African region.
Despite the fact that oral literature has been taught as an academic discipline in the university since the late 1960s, and early 1980s in secondary schools, the teaching of oral literature in secondary schools in Kenya is beset with many problems. The general feeling is that the teaching is rather haphazard. The integration of English language and literature has further compounded the problem making some teachers de-emphasize oral literature. Hence, the purpose of this book is to analyse the effectiveness of teaching and learning of oral literature. The book seeks to determine to what extent the Integrated English syllabus has improved the teaching of oral literature, teacher qualification and competence, availability of teaching learning resources, appropriateness of the teaching learning resources as well as the teacher’s attitude towards oral literature as well as ways of enhancing the teaching and learning of oral literature.
This book provides valuable information for school leaders, school governors, department of education officials and researchers. It explores the intricacies of school financial management in a developing country. It highlights different sources of income for schools. It illustrates how schools sometimes struggle to make ends meet with limited budgets. The micro-politics of budgeting are presented. The book also discusses how schools monitor their budgets.
Public secondary schools are faced with an increasing number of complex challenges including implementing and maintaining a quality management system. The study investigated the implementation of a Quality Management System (QMS) in secondary schools in Mpumalanga and established that in order for principals to meet the specification of quality management systems (QMS), there is a need to clearly describe the nature of operations within their schools and align with the stages of the implementation within the ISO 9001:2008.
The crisis is a part of the economic life of society. It represents a moment (a period) of malfunction in the economic activity, which requires viable solutions, meant to assure a change or revitalization of damaged systems and processes. This study is based on the contemporary economic theory, native and foreign, the theory of management, legislative frame of Romania and other official documents, regarding the problems of bankruptcy and anti-crisis management. The basic methodological procedure of the research – systemic approach – allowed the efficient organization of the scientific research and solved the problems suggested. The objectives of this study consist in developing the theoretical-methodological bases of anti-crisis management and the substantiation of mechanisms of perfectioning it in the management of public administration.
The Study entitled “Conflict in Schools and its Management: A case study of Kaski district” has made an attempt to explore the situation of conflict and its management in the selected schools of Kaski district. This exploratory study was conducted in Kaski District with a focus on situation, sources, methods and ways of minimizing conflict in the schools. Teachers, SMC members and other intellectual persons were the respondent sample of the study. This study has tried to put an effort on the problems and solutions that are seen in the schools regarding conflict.
The book is about an empirical study carried out in Nairobi County in Kenya in the year 2011.The study is about Kiswahili performance in public day secondary schools. The author of the book sought to find out the factors that determine performance in Kiswahili in public day secondary schools. The findings of the study revealed that the age of the students, home enviroment of the learner, instructional materials,enhancing Kiswahili teachers skills,instructional techniques and use of other languages were some of the factors that determined performance in Kiswahili. The author collected data from nine public day secondary schools in Nairobi county. They included four mixed public day secondary schools, three boys only public day secondary schools and two girls only public day secondary schools.