Abstract
The paper
discussed effective democratic approach to secondary school administration with
special reference to principals who are the administrators of their schools. As
school administrators, the principals have the same authority but how they use
this authority makes the difference between them. The paper had a soft spot for
democratic method of administration because it is believed that it allows
freedom of thought and action within the framework of the mission and
objectives of the school.
The different rationale for democratic approach
includes lack of effective use of the leadership style is one of the major
courses of lapses in the achievement of educational objectives in the secondary
education sector. Strategies for effective utilization of democratic style of
administration were highlighted with regards to the staff, students and
community groups represented by the governing board. The paper recommended that
principals of secondary schools in Nigeria should imbibe and apply more of
democratic style of administration to the day-to-day running of their schools
to enhance greater achievement of educational objectives among others.
Conclusion was drawn that effective democratic approach to secondary school
administration is an important factor for administrative effectiveness.
Introduction
Democratic approach to administration is fundamental to the
effectiveness of principals in Nigerian Secondary education system. This is
because principals as the administrators of schools have same authority. How they
use this authority makes the difference between or among them. Ndu, Ocho and
Okeke (1992), noted that organizational goals may not be achieved if the
administrator becomes undemocratic in his administration. The principal is
expected to personify the values of the school and exercise some kind of wisdom
and moral leadership. A principal with leadership qualities in the words of
Obemeata (1984), should:
…be able to instruct without
ordering, correct without nagging, be firm and fair, understand without being
gullible, persuade without insisting, ask without demanding, be light hearted
without levity, change his mind without vacillation, compromise without
retreating and lead opinion without dictating his will…. (Obemeata,
1984:58).
The
need for effective democratic approach to the administration of secondary
schools stem from the fact that a democratic style of leadership allows freedom
of thought and action within the framework of the mission and objectives of the
school. Democratic approach is based on the principle that people are committed
to the service of ideas that they have helped to frame, xercise self-control,
self-direction and motivation (Federal Ministry of Education and Youth
Development, 1993:11). Effective democratic approach demands from principals qualities
as; patience, self-control, self-discipline and tact. These qualities
invariably make them efficient, provide direction for their schools and thus
provide adequate leadership as they exercise administrative, leadership,
supervisory, and change agent roles.
The principal is required to display administrative competence
in policy implementation in secondary schools; play leadership role by making
use of authority, power and influence vested in the process of administering
schools to produce results; Principals play supervisory role in administration by
getting involved and showing others how to do it thereby ensuring that the job
is done as required, play religious role as he uses his position to enhance the
spiritual and physical needs of both the members of his school and the
community through constant motivation and provision of material resources
necessary for achieving educational objectives and play change agent role by
keeping himself informed of new skills, innovations, inventions and
advancements in education. The principal would ensure that the school does not
rest on any old fashioned paradigm but frequently introduces new ideas to the
school.
These
roles which are necessary conditions for achieving educational objectives can
successfully be played by use of effective democratic approach. Ndu, ocho and
okeke 1997) stated that to achieve cohesion in schools qualities as sympathy,
regard for the individual person, empathy, justice, fairness, democratic
leadership are required of leaders. From the foregoing, it is necessary for
secondary school principals to reflect on how they can make the best use of
democratic leadership approach for increased accomplishment of tasks.
Rationale
for Effective Democratic Approach
The day to day administration of schools by principals
posses lots of challenges that must be
met in order to promote progressive performances and achieve goals. This is
because the achievement of set goals and objectives depends on the ability of
the principal to exercise the type of leadership style that carries others
along (Ibiam, 2007:79). Democratic leadership seems ideal because it is usually
exercised on the assumption that the group is greater than any one individual
even he should be the leader himself. Alu, Eya, Odo, Ede and Ugwu (2001),
maintain that under the democratic leadership style, the group decides its own
objectives and policies through group association and participation. Studies
indicate that productivity is higher in an organization where all stakeholders
are given the opportunity to participate in implementation of policies,
procedures, rules and regulations governing the body [Okecha,2002;Nwori,2008]
Specifically, principals of secondary schools need to adopt
effective democratic leadership styles in administering schools for the
following reasons:
(i)
Productivity will result from effective use of the type of
leadership approach that involves the people.
(ii)
Federal Republic of Nigeria (2004) stated among the
objectives of secondary education that secondary education shall "raise a
generation of people who can think for themselves, respect the views and
feelings of others, respect the dignity of labour, appreciate those values
specified under our broad national goals and live as good citizens"
Democracy
entails effective participation and respect for the views and feelings of
others in the processes of decision making and implementation.
(iii)
Lack of effective use of democratic style of administration
in our schools is being considered one of the major causes of lapses in the
achievement of educational goals.
(iv)
Most secondary school principals in Nigeria still use the
old autocratic method of administration. Ezeuwa (2005), confirmed this by
stating that principals should imbibe democratic styles of leadership.
(v)
The society places high educational and socio-economic
expectations on educational institutions such as the secondary school.
(vi)
Our present school environment is dynamic leading to
continuous change which can
no longer thrive
on the old
method of administration known
for being prescriptive and authoritative,
(vii)
Democratic leadership style is friendly, and concerned with
the needs, status and well-being of colleagues and others. Omenyi (2007) asserted that democratic approach to school
administration rewards individual efforts, enhances staff and student morale
and trusts others to whom responsibilities are delegated.
Democratic
style of leadership is quite different from both autocratic and lasses-affair
where the administrator takes decision without involving subordinates and
overlooks vital issues or actions respectively.
Strategies for making democratic leadership approach
effective in Secondary Schools administration
Democracy
is principally all about consultation and participation. Obi (2003) described
democratic leadership style as a consultative process. The principals of
secondary schools or administrators do not necessarily have answers to every
question. Other peoples input would definitely be useful. For a school to be
run effectively and efficiently, a democratic approach such as holding
consultation with members of staff, students and other stakeholders would be
desirable. Principals should however decide on what terms the consultation will
be made. For instance, it should be clear to those consulted whether or not the
advice given is binding.
The
strategies for effective democratic approach to secondary school administration
will be discussed under the following administrative group:
Subordinate Staff
Administration has been described by Mgbodile (2004) as the
ability to make people, activities and things
function so that objectives are achieved. One of the administrative tasks of
principals is to make subordinate staff participate in the day to day running
of the school. Each staff usually has some vital roles to play in the school.
Nwankwo (1982) postulated that many staff effectively carry out their duties
when carried along in the administration of schools by principals. The staff
have the capacity to mar or improve on
the tone of the school. Effective democratic approach entails that:
Ø Principals
can share problems with subordinate staff on a one-to-one basis getting their
ideas and suggestions individually without bringing them together as a group,
while final decisions are made. Democratic leaders adopt consultative process
as an initial problem solving approach.
Ø principals can
share problems with
staff as a group at a
meeting and then decide, this is because democratic leaders should allow a degree
of subordinate input in decision-making.
Ø Principals should provide staff with enough
opportunity to participate in decision making.
Ø Principals should see subordinate staff as
colleagues and partners-in- progress whose positive views should be accepted and
made use of in order to achieve educational goals.
Ø principal should delegate functions to staff
as a way of providing them with opportunity to participate in school
administration.
Students
Another
cardinal leadership responsibility of secondary school principals is to provide
effective student personnel administration. Issues patterning to students
involvement in school administration should be taken serious as they
continually remain an important segment of school community (Ezeuwa, 2005). Students should work in harmony with staff and
management of their school. Principals
should therefore involve students in administration of school in the following
ways:
Ø Involve
students in formulation of school policies that affect them.
Ø Involve
students in the planning and implementation of co-curriculum programmes such as
games and sports.
Ø Involve
students in discipline and control of student behaviour by making use of their
representatives or student functionaries.
Nweke (2003) described this as indirect democracy.
Ø Allow
for formation of student clubs and associations provided they will be of
academic, social, moral and administrative benefit to the school.
Ø Maintain
regular meeting with students to serve as avenue for intimating them with new
administrative and government policies
affecting them and at the same time welcome their own suggestions or input.
Administering students through effective democratic means
has become necessary especially now that they can easily become restive in
protest of unpopular or obnoxious policies, procedures and regulations.
Students should be properly kept abreast of new developments that directly or
indirectly affect them.
Governing
Boards
There is always need for co-operation between the school and
the community. The governing board as a community group according to Ezeuwa
(2005) helps in identifying needs of the school and in finding solutions to
such needs. Essentially, the board often provides financial and material
support for school development. Ndu et al
(1997) listed roles of the Governing Boards to include:
(i)
Consideration of annual budget of the school;
(ii)
Supervision of budget implementation by principal and
bursar;
(iii)
Purchase of materials and award of contracts;
(iv)
Protection of school land and resolving conflict on school
boundaries;
(v)
Intervention in crisis situations in school without
interfering with normal routine administration.
Principals
should however work together
with governing boards in the
general administration of schools for the purpose of ensuring progress
in the whole school business. FMEYD
(1993) enumerated some areas of the principal's relationship with the governing
boards as:
(a) arranging
for board meetings in consultation with board chairman;
(b) preparing
annual budget estimate for
consideration and approval by Board for onward transmission to appropriate education
authority;
(c) preparing
and presenting annual income and expenditure accounts to Board;
(d) assisting
with identification of worthy candidates for recommendation to appropriate authorities for appointment to school board; and
(e) preparing
and presenting on a regular basis reports on all aspects of school activities.
Principals
should also adopt the following democratic approaches in dealing with governing
boards
i. Advise,
keep the board informed and welcome its suggestion on matters relating to
management of school;
ii. Provide
relevant facts and figures to guide the board in its deliberations and to help
it make policy decision for the school; and
iii. Provide
in co-operation with board chairman, a channel for information to flow between
the board and appropriate educational authorities.
Obi (2003) believed that with appropriate democratic
leadership strategies in place, much educational objectives can be achieved in
our schools. There is therefore the need for thorough application of democratic
principles in running Nigerian secondary schools. To ensure realization of the goals of this paper,
the following should be done.
i. Principals
of secondary schools in Nigeria should imbibe and apply more of democratic
style of administration to day to day
running of their schools to enhance greater achievement of educational
objectives.
ii. Supervisor
of schools should constantly evaluate administrative competence and performance
of school principals with the view to encouraging them to adopt more of
democratic approach in running their schools.
iii. Special
rewards such as financial award should be instituted to motivate principals who
are democratic in administration while undemocratic ones should not be allowed
to be part of such rewards.
iv. Ministries
of education and relevant parastatals should ensure that principals are exposed to regular
conferencing to enable them get
properly acquainted with administrative leadership styles.
Conclusion
Effective
democratic approach to secondary school administration was discussed as an
important factor for administrative effectiveness because principals though are
disposed to same different leadership styles should apply reasoning in using any or all of the approaches as preference
should be given to democratic style. It
was discovered as one of the rationale for democratic approach to
administration that most principals still predominantly make use of autocratic
and laissez fair styles of administration without applying some elements of
democratic type. This has negatively affected the achievement of educational
objectives in the sector. Strategies for effective use of democratic approach
in administration were highlighted with regards to teachers, students and
community groups represented by school governing board. Conclusion was drawn
that effective democratic approach to the administration of secondary school is
vital for attaining educational goals.
References
Alu, B.E., Eya, L.O.,
Odo, Ede, F.E., and Ugwu, B.C.(2001). Fundamentals of educational
administration, Nsukka: Chuka Educational publishers.
Ezeuwa, L. (2005). Issues
in educational management. Enugu: Hipkus, Additional press.
Federal Ministry of
Education and Youth Development (1993). Better schools management. Lagos:
Common Wealth Secretariat.
Ibiam, U. (2007). Educational
administration: principles and practice. Abakaliki: Nwojiji press.
Mgbodile, T.O. (2004). Fundamentals in educational
administration and planning. Nsukka: Magnet Business Enterprise (Publishing
Division)
Ndu, A.N., Ocho, L.O. and Okeke, B.S. (1997). Dynamics
of educational administration and management. The Nigerian perspective. Awka:
Meks publishers ltd.
Nwankwo, J.I. (1982).
Educational management. London: George Alien and Unwin.
Nweke, J.O. (2003). Citizens
and Nigerian political life: The saga of militarism: A revolutionary approach, Enugu:
Chcston Agency Ltd.
Nwori, B.C. (2008).
Staff Training and Development: Veritable tools for high organizational productivity.
In Journal of Arts and social sciences Vol [1] I, school of arts and
social sciences, Ebonyi state college of education, Ikwo.
Obemeata, J. (1984).
Secondary school headship in the Nigerian context. In S. Adesina & S.
Ogunsaju (eds), secondary education in Nigeria. Ketfe: University of
life press.
Obi, E.(2003). Educational
management: theory and practice. Enugu: Jamore Enterprises (Nig).
Okecha, R.E, (2002).
Effective management of university educational process: A panaces for
sustainable democratic society. In International Journal of educational
planning and administration Vol.[ I] 2.
Omenyi, A.S. (2007). Leadership
and school management Awka: J. Goshen Press.
EFFECTIVE DEMOCRATIC APPROACH TO SECONDARY SCHOOL ADMINISTRATION:
REFLECTIONS FOR SCHOOL PRINCIPALS.
BY
LIVINUS EZEUWA Ph.D
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
EBONYI STATE COLLEGE OF
EDUCATION, IKWO
AND
NWACHUKWU, EMEKA A.
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
EBONYI STATE COLLEGE OF EDUCATION, IKWO
AND
EKPE, J. A.
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
EBONYI STATE COLLEGE OF EDUCATION, IKWO
AND
ANI, I. P
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
EBONYI STATE COLLEGE OF EDUCATION, IKWO
A PAPER PRESENTED AT THE CONFERENCE OF NIGERIA ASSOCIATION OF
EDUCATIONAL ADMINISTRATION AND
PLANNING (NAEAP) HELD AT SUPREME HOTELS, UJEMEN
EKPOMA, EDO STATE, NIGERIA.