Chapter One
Introduction
Background of the Study
The
introduction of the Universal Primary Education (U.P.E) Scheme launched in 1976
ushered in an unprecedented crisis of enrolment in the country’s educational
system. In addition to the introduction of U.P.E and its attendant management
problems, Nigeria took a wide stride to revolutionize her educational system
with the introduction of the 6-3-3-4 system. This brought a lot of changes
especially in the secondary section.
The
task to implement such a comprehensive curriculum tailored to the relevant
needs of the students and the aspirations of the nation rests squarely on the
chief executive of the secondary who in the Nigeria context is known as the
principal. Hence, Ozigi (1977), Ezeocha (1985), Ukeje, Akabogu and Ndu (1992)
all see him as the central figure in the school and the pivot of which all the
educational activities in the school revolve. The present system of secondary
education in Nigeria poses a lot of new and additional challenges to the
secondary school principal. His management duties include staff control,
effective execution of professional duties, students control, and the effective
utilization of available human, material and financial resources. All these
impose very high administrative demands on him. It is in recognition of these
multifarious tasks reposed on the secondary school principal that Knezevich
(1969) regards him as an educational leader, a counselor of students, the
school disciplinarian, the organizer of the schedule, and supervisor of the
instructional programme, the school public relations officer, the liason
between the teacher and student, the director and evaluator of teaching
efforts, the management of school facilities and generally a professional
leader.
In
Nigeria’s circumstance, in addition to the long list of duties of expectations
from the school head, he has yet another set of problems to grapple with as he
performs his duties. Those from internal sources are coping with the truancy of
students, gangs and peer group opposition (Bassey, 1997); school riots and
protests, secret cult membership (ANCOPSS, 1988), the issure of examination
malpractice (Belloh, 1996), and opposition and petitions by aggressive staffs
(Obemeata, 1984). Sources external to the school are late payment of salaries,
non-release of imprests, petitions by some Parents Teachers Association (P.T.A)
(Bassey, 1997); and the concern for public accountability and probity in the
face of dwindling resources (Udoh, 1986). Indeed the secondary school principal
of today faces new and distinct challenges. This state of affairs can provoke
stress for the principal.
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