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SCHOOL MANAGEMENT PRACTICE ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOLS IN ENUGU STATE

Abstract

This study explored the impact of school management practices on the academic performance of secondary school students in Enugu State. Adopting a quantitative survey research design, a structured questionnaire was developed to gather data from a sample of 120 respondents, including school administrators, teachers, and educational stakeholders. The data collection instrument aimed to assess perceptions regarding various management practices and their influence on student outcomes. To analyze the collected data, frequency tables, simple percentages, means, and standard deviations were utilized to summarize the responses. Additionally, t-tests were conducted to evaluate the hypotheses related to the relationship between school management practices and academic performance. The analysis revealed that effective school management practices significantly influenced academic performance. Specifically, it was found that well-structured management practices, regular monitoring and evaluation of teachers, and the implementation of student-centered teaching strategies were positively associated with improved student outcomes. The results indicated that the majority of respondents agreed that such practices directly contributed to higher academic achievements among students. Conversely, challenges such as inadequate funding and resistance to change among teachers were identified as significant barriers to implementing effective practices. The study concluded that school management practices play a crucial role in enhancing academic performance. It emphasized the need for well-organized management strategies and consistent monitoring to foster a supportive learning environment. Based on the findings, several recommendations were proposed. First, school management should prioritize the development and implementation of structured management practices to create an environment conducive to academic success. Second, regular performance evaluations of teachers should be institutionalized to ensure continuous improvement in teaching quality. Third, schools should adopt student-centered teaching strategies to cater to diverse learning needs and promote better academic outcomes. Finally, addressing challenges such as inadequate funding and resistance to change is essential for the successful implementation of effective management practices.

 

 

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education plays a critical role in shaping the future of individuals and societies. The quality of education that students receive, particularly at the secondary school level, significantly impacts their academic performance and overall development. In Nigeria, the performance of students in secondary schools has been a matter of concern for educators, parents, and policymakers alike. Various factors influence the academic performance of students, one of which is the adequacy of school facilities (Ramli & Zain, 2018).

In Enugu State, the academic performance of secondary school students has been a subject of ongoing debate. While some schools in the state have recorded impressive results in external examinations such as the West African Senior School Certificate Examination (WASSCE) and the National Examination Council (NECO) exams, others have consistently underperformed. The disparity in academic outcomes among schools in the state raises questions about the role of school management practices in influencing students’ academic achievements (Gima, 2020).

School management involves the administration and coordination of all school activities, including the management of personnel, students, instructional programs, and physical facilities. Effective school management practices are expected to create a conducive learning environment that supports the academic success of students. However, there is evidence suggesting that some schools in Enugu State are grappling with challenges related to poor management practices, contributing to the low academic performance of students in these schools (Ibrahim, Umar, & Clement, 2017).

Several studies have highlighted the importance of school management practices in improving academic performance. These studies suggest that schools with effective leadership, proper resource allocation, and a focus on teacher development tend to have better academic outcomes (Morris, 2022). Proper utilization of school resources, including human and material resources, has also been linked to improved student outcomes, particularly in science-related subjects (Neji & Nuoha, 2023).

Given the critical role that secondary education plays in preparing students for higher education and future careers, it is essential to explore the impact of school management practices on academic performance in secondary schools in Enugu State. This study aims to investigate the extent to which school management practices influence the academic performance of students in the state and to identify specific management practices that are associated with improved academic outcomes (Owoeye & Yava, 2021).

The physical condition of school buildings, the availability of instructional materials, and the management of teaching staff are all factors that contribute to the academic performance of students (Simons, Hwang, Fitzgerald, Kielb, & Lin, 2020). In schools where these factors are effectively managed, students are more likely to excel in their academic pursuits. Conversely, poor management of these resources often leads to underperformance and low student morale (Usen, 2022).

Research has also shown that the integration of technology into classroom management can have a significant impact on students’ academic achievement (Ranasinghe & Leisher, 2019). In Enugu State, the adoption of modern technology in classroom management has been inconsistent, with some schools fully embracing digital tools while others lag behind. This inconsistency in the application of technology may contribute to the varying levels of academic performance observed across different schools (Oduyemi, 2020).

The role of school libraries in supporting academic achievement cannot be overemphasized. Access to well-stocked libraries and the effective management of library resources have been shown to enhance students’ learning experiences and academic outcomes (Onuoah, 2023). In Enugu State, the availability and utilization of library resources vary significantly between schools, which may be a factor in the disparity in academic performance (Owate & Okpa, 2023).

In addition to physical resources, the management of human resources, particularly teachers, plays a critical role in determining students’ academic success. Schools that invest in teacher training and development tend to have better academic outcomes than those that do not (Olujuwon, 2020). In Enugu State, the professional development of teachers has been identified as a key area where improvements are needed to enhance the overall quality of education (Salimu, 2023).

The management of school facilities, including laboratories, also has a direct impact on students’ academic performance, particularly in science subjects (Omiko, 2023). In many schools in Enugu State, laboratory facilities are either inadequate or poorly managed, which hampers the ability of students to perform well in science-related examinations (Igwe, 2023). Ensuring that these facilities are adequately maintained and effectively utilized is crucial for improving academic outcomes in the state.

Finally, effective communication between school management and staff is essential for creating a positive learning environment. Schools where communication channels are open and clear tend to have more engaged teachers and better-performing students (Inuwa & Yusof, 2022). In contrast, poor communication often leads to misunderstandings, low morale, and ultimately, poor academic performance among students (Mathew & Alidmat, 2023).

In conclusion, the academic performance of secondary school students in Enugu State is influenced by various factors, including the management of school facilities, the professional development of teachers, and the integration of technology in classroom management. Addressing these issues through effective school management practices is essential for improving the quality of education and ensuring that students in the state are well-prepared for higher education and future careers.

1.2 Statement of Problem

The academic performance of secondary school students in Enugu State has been a persistent concern, with significant disparities in outcomes observed across different schools. Despite extensive research on factors influencing academic performance, gaps remain in understanding the specific role of school management practices in shaping these outcomes. Many studies have focused broadly on general factors such as teacher quality, student socio-economic background, and resource availability. However, there is a noticeable lack of research that delves deeply into how school management practices—such as resource allocation, teacher supervision, and communication—specifically impact students’ academic achievements in this region (Usen, 2022).

Existing literature often highlights the importance of effective leadership and resource management in schools, yet there is limited empirical evidence linking these management practices directly to academic performance in the context of Enugu State. For instance, while the influence of physical resources and teacher quality on academic performance is well-documented, the extent to which management practices can mitigate or exacerbate the impact of these factors remains underexplored (Neji & Nuoha, 2023). Moreover, studies that do address school management often focus on developed regions, leaving a significant gap in knowledge regarding the unique challenges and opportunities faced by schools in Enugu State (Simons et al., 2020).

Furthermore, the integration of modern technology into school management is another area that has not been adequately explored, particularly in relation to its impact on academic outcomes. While some research has acknowledged the potential benefits of technology in education, there is a lack of comprehensive studies examining how technology-driven management practices influence student performance in the specific socio-cultural and economic context of Enugu State (Oduyemi, 2020). Addressing these gaps is essential to developing targeted interventions that can enhance the quality of education and improve academic outcomes in the region.

1.3 Purpose of the Study

The purpose of this study is to investigate the impact of school management practices on the academic performance of secondary school students in Enugu State. Specifically, the study aims to achieve the following objectives:

1. To examine the relationship between school management practices and the academic performance of secondary school students in Enugu State.
2. To identify the specific management practices that are associated with improved academic performance in secondary schools in Enugu State.
3. To assess the challenges faced by school management in implementing effective practices that enhance academic performance in secondary schools in Enugu State.

1.4 Research Questions

This study is guided by the following research questions:

1. What is the relationship between school management practices and the academic performance of secondary school students in Enugu State?
2. Which specific school management practices are associated with improved academic performance in secondary schools in Enugu State?
3. What challenges do school management face in implementing effective practices that enhance academic performance in secondary schools in Enugu State?

1.5 Research Hypotheses

The following null hypotheses will be tested in this study:

1. There is no significant relationship between school management practices and the academic performance of secondary school students in Enugu State.
2. Specific school management practices do not significantly influence the academic performance of secondary school students in Enugu State.
3. The challenges faced by school management do not significantly affect the implementation of effective practices that enhance academic performance in secondary schools in Enugu State.

1.6 Significance of the Study

This study is significant for several reasons. First, it will provide valuable insights into the role of school management practices in influencing the academic performance of secondary school students in Enugu State. By identifying specific management practices that are associated with improved academic outcomes, the study will offer practical recommendations for school administrators and policymakers on how to enhance the effectiveness of school management in the state.

Second, the findings of this study will contribute to the existing body of knowledge on school management and academic performance, particularly in the context of secondary education in Nigeria. The study will serve as a reference for future research on related topics and will help to inform the development of policies and strategies aimed at improving the quality of education in the country.

Third, the study will be of great importance to secondary school administrators, teachers, and other stakeholders in the education sector. By highlighting the challenges faced by school management in implementing effective practices, the study will provide a basis for addressing these challenges and improving the overall management of schools in Enugu State.

Finally, the study will benefit students and parents by shedding light on the factors that contribute to academic success in secondary schools. By understanding the impact of school management practices on academic performance, students and parents will be better equipped to make informed decisions about their education and to advocate for improvements in school management practices.

1.7 Scope of the Study

This study focuses on secondary schools in Enugu State, Nigeria. The study will examine the relationship between school management practices and the academic performance of students in these schools. The study will cover both public and private secondary schools in the state, with a focus on identifying specific management practices that are associated with improved academic outcomes. The study will also explore the challenges faced by school management in implementing effective practices that enhance academic performance.

The study will be limited to the period between 2019 and 2023, during which data on academic performance and school management practices will be collected and analyzed. The study will involve both qualitative and quantitative data collection methods, including surveys, interviews, and document analysis. The study will focus on key aspects of school management, such as leadership, resource allocation, teacher supervision, and communication, and will examine how these factors influence academic performance.

1.8 Operational Definition of Terms

For the purpose of this study, the following terms are defined as follows:

1. School Management Practices: The activities and strategies employed by school administrators to manage and coordinate the resources and operations of a school, including personnel, students, instructional programs, and physical facilities.
2. Academic Performance: The level of achievement or success demonstrated by students in their academic work, typically measured by grades, test scores, and other assessments.
3. Secondary School: An educational institution that provides education to students who have completed primary school, typically covering grades 7 through 12.
4. Leadership: The ability of school administrators, such as principals and vice-principals, to guide, direct, and influence the activities of teachers and students in a school.
5. Resource Allocation: The process of distributing and managing resources, such as funding, instructional materials, and human resources, within a school to support educational goals.
6. Teacher Supervision: The process of monitoring and evaluating the performance of teachers in a school to ensure that they are delivering quality instruction and meeting educational standards.
7. Communication: The exchange of information, ideas, and feedback between school administrators, teachers, students, and parents, which is essential for effective school management and academic success.
8. Challenges: The difficulties or obstacles faced by school management in implementing effective practices that enhance academic performance, such as limited funding, inadequate infrastructure, and resistance to change.