EFFECTIVE DEMOCRATIC APPROACH TO SECONDARY SCHOOL ADMINISTRATION: REFLECTIONS FOR SCHOOL PRINCIPALS



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
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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.

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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.
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