Abstract
This study is on task areas of educational management. The total population for the study is 200 staff of selected secondary schools in Uyo, Akwa Ibom state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, non academic staff, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
CHAPTER ONE
INTRODUCTION
- Background of the study
It is widely recognized and accepted that the quality of leadership always has some effect on the school effectiveness. The role of Educational Management in this regard can hardly be overemphasized. A head teacher, who should be an educational manager, is involved in the following important areas: overall school administration, the curriculum, leadership and human relations, community relations and working relationships. He or she strives to enforce traditions for efficiency, effectiveness and quality, and these should be reflected in the school life. In order to achieve this, the head teacher must have adequate academic and professional qualifications, a full knowledge of the methods and techniques of educational practice, sound knowledge of school finance, ability to understand the needs of the teaching staff, pupils, parents and the support staff. In a nutshell, the head teacher should have a good understanding of the school’s strengths and weaknesses. Administration and management are two essential ingredients of any organization. To understand the organizational structure of professional institutions it is important to study the educational administration and educational management. Educational administration is the dynamic side of education and deals with the educational practices. Educational administration must be directed towards the fulfillment of the objectives of education as set forth by the society. Traditional educational administrative systems were designed primarily to serve as caretaker, regulatory and supervisory role in an era when education and the world outside were moving slowly by today’s pace and when the size and diversity of educational tasks were much smaller. Educational Management as the name implies, operates in the educational organizations. There is no definite definition of educational management because its development has drawn heavily from several disciplines like economics, political science and sociology. Most of the definitions of educational management which have been offered by writers are partial because they reflect the particular sense of their authors. Educational management is the theory and practice of the organization and administration of existing educational establishments and systems. Educational management, as a body of educational doctrines, comprises a number of principles and precepts relating primarily to the technique of classroom procedure, and derives largely from the practice of successful teachers.
- STATEMENT OF THE PROBLEM
In order to achieve good and effective educational management, the head teacher must have adequate academic and professional qualifications, a full knowledge of the methods and techniques of educational practice, sound knowledge of school finance, ability to understand the needs of the teaching staff, pupils, parents and the support staff. In a nutshell, the head teacher should have a good understanding of the school’s strengths and weaknesses. On this background the researcher wants to investigate the task areas of educational management.