ABSTRACT
This study investigated the relationship between principals’ financial management strategies and teachers’ task performance in secondary schools in Onitsha Education Zone. Guided by three research questions and three null hypotheses. Two questionnares-How principals provide fund questionnaire (HPPFQ) and the principal s’ rate on level of teachers’ task performance questionnaire (PRLTPQ) were used to collect t he data. Proportionate stratified random sampling technique was employed to select to a sample of 495 respondents. Pearson product moment correlation was used to answer the research questions, while t -test was used to test the hypotheses at the 0.05 level of significance. The major finding revealed that the relationship between principals’ financial management strategies and teachers’ teaching performance, discipline of students and involvement in co -curricular activities in secondary schools in Onitsha Edu cation Zone could be described high and positive. The conclusion was that there was a significant relationship between principals’ financial management strategies and teachers’ task performance in Onitsha Education Zone. Recommendations included the organization of regular seminars and workshops for both principals and teachers in order to improve financial ma nagement strategies of principals’ and boast teachers’ task performance.

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY
The present economic crisis which has affected the Nigerian
nation has been biting so hard that the various social services such as education which the government used to provide has been adversely affected. Public attention has been drawn by the school administrators to the i nadequate funding in public schools in this country. Both government and the general public have always responded in different ways to the financial crisis in Nigeria by granting aid or giving more financial support to schools. It introduced education task fund (ETF) to help to provide financial needs both for the student and teachers.
Ezeocah (1985) states that for any venture to function, it must be financially viable. Finance is needed for any business organization to succe ed. Prudent management of the financial resources of an organization is vital to the achievement of organization goals. J udicious management of educational finance is necessary just like any business that needs finance.

Financial management is the raising a nd administering of funds. It deals with how to plan, programme, budget for, secure and maintain both material and financial resources in order to attain the institutions objective. It is an obvious fact that no institution can survive or carry out its fu nctions effectively and efficiently without utilizing properly its financial resources. According to Pandy (1979), financial management is considered a vital and integral part of the overall management. In this broad view, the central issue of financial policy is the “wise utilization of funds”.
Adequate financial management strategies bring about job satisfaction which according to Ndu, Ocho and Okeke (1997) has to do with a high level of emotional stability of an individual in his job such that his mo rale is also high and consequently he aspires to do more for the organization goals. This implies that the more teachers are rewarded, the more likely they are to work hard. The greater the extent in which an employee’s needs are satisfied in his job, the greater the extent to which he will response, presumably with gratitude or loyalty and effective productivity on that job .

Every nation would want to give her citizens the best of education she can afford within the limits of her resources, since education is regarded as a prime instrument for social, economic, technological and moral dynamism. Consequently , the federal government of Nigeria has adopted education as an instrument pe r excellent for effecting national development. Infant education is so expensive now that the government finds it difficult to finance it alone. The government now encourages the local communities, individuals, companies and others to assist in financing e ducation. Parents deny themselves a lot of things to keep their children in the school. With the help of government and these groups of people, substantial amount of money is raised for the school use. The amount provided is often not enough .
Despite these efforts, one of the most serious problems facing the educational institutions today remains that of ineffective funds management strategies. Teachers find it extremely difficult to achieve educational goals, to provide services for which schools are set up these days. The problem could be brought about by inadequacy of funds. It is obvious that if the funds were adequate,

enough instructional materials will be provided that will induce teachers to positive actions. At the same time, if the funds are grossly mismanaged, teachers will not fulfill their obligations to the schools. Principals therefore are required to use what resources, particularly subvention they have to motivate teachers so as to get what is wanted in this era of self -reliance. To ensure maximum task performance of teachers, princip als’ must motivate teachers by providing them with instructional and their material needs
Task performance in this study implies work or job performance. It is also the responsibilities or obligations teacher have to fulfill. Whawo (1995) enumerates task performance of teachers to include admission of students, classification, registration, student’s welfare services, teaching, and evaluation of class work, reports to parents and guardians, co -curricular activities and issues of students discipline. Ogunna (1992) writes that the material needs of the workers can be satisfied through adequate and regular payment of salaries and fringe benefits. Workers should be adequately remunerated for their efforts in order to secure their commitment and dedication to their task.

Nigeria’s economy is so bad (continuous inflation and devaluation of naira) that government’s allocation to education is not equivalent to school requirements. Schools are expected to maintain existing services, pay staff salaries and allowances, purchase instructional materials and meet other recurrent expenditure in order to motivate teachers to carry out their task effectively and effectively. Whawo (1995) opines that teachers must be motivated with adequate compensation. The z eal and enthusiasm in teachers should be sustained by providing them with enough benefits not minding their locations, gender and teaching experience.
This study thereby aims at identifying the relationship that between secondary school principals’ financial (subvention) management strategies and teachers’ task performance.
Statement of Problem

Principals’ as administrators of schools are expected to provide the required instructional materials that would influence the teachers to perform their task to a reasonable standard. Teachers on the other hand are expected to be committed to their

task performance to achieve the goals and objectives of the schools. Whawo (1995) stresses that the major task of educational administrators is to utilize all available resources in an effort to achieve the objective for which schools are established. Unfortunately , principals mismanage the grants given to schools in the name of subvention to boost their financial resources. As a result teachers manifest signs of lo w job satisfaction, lack of sense of accomplishment, physical breakdown, unhappiness as well as various vices (Amoo and Adenle, 2003). Since instructional materials cannot be provided by principals, teachers exhibit laxity and truancy in their jobs. Many of them go to classes to teach at their own will, no longer care for the discipline of students, show less concern in extra curricular activities , etc.
The consequences of effective financial management strategies by principals on teachers’ task performance remain under researched. Is effective financial management strategies related to teachers’ teaching performance ? How does financial management relate to discipline of students by teachers and

teachers involvement in extra curricular activities? These problems present the problem of this study