| dc.description.abstract | Teaching, as one of the oldest profession in the history of human kind, has the advantage of centuries upon century's accumulation of knowledge and folklore from which to draw on. This valuable knowledge base has assured the profession's ability to grow and reshape itself to meet the various educational needs and to cope with constant, at times sudden changes in the social fabric. The education of teachers is seen as very instrumental in ensuring quality education. It therefore follows that the training of managers of institutions offering the most basic and fundamental level of education in society should be put in the spotlight if society's expectations of education's ability to effect, propel and sustain development, are to be realised.
Consequently, this study endeavoured to find out the administrative training needs of primary school headteachers for effective management of schools. To this end, it aimed at establishing the criteria used by authorities in appointing teachers to headship; identifying management skills held by the headteacher; establishing the need for pre-service training in management prior to appointment; determining the administrative training needs of headteachers in the six administrative tasks; finding out the extent of the effect of the headteachers' age and experiences on administrative training needs; investigating areas of in-service training in administration perceived as most necessary for effective school management; and finally suggesting ways for improving training of headteachers.
The research questions were formulated in line with the above objectives. The literature review defined the concepts of management and administration, then gave a detailed account of each of the administrative task areas of the headteachers and finally reviewed the challenges of training headteachers for effective school management. This incisive review has helped lay ground and has been utilised to ascertain the findings of the study.
The research design employed was survey research. Simple random sampling was used to select headteachers to participate in the study while purposive sampling was used to
select the Education Officials. Two questionnaires were used to collect data and their validity was established as adequate. The average questionnaire return rate was 100%. Data from the questionnaires were analysed and interpreted using frequencies, percentages and descriptive statistics.
In answering research questions it was established that requirements for appointment to headship were: service as a deputy headteacher for at least 3 years, sound academic qualification, minimum professional qualification of PI, and considerable service in the lower level offices of headteacher, subject head, head of department and senior teacher.
The headteacher, through various in-service courses and experience, possessed skills in the management of the six administrative tasks. However, they (headteachers) expressed need for further training. This was especially in management of finances.
It was deemed necessary for headteachers to receive pre-service training in managerial skills prior to appointment because it equipped them with new knowledge and skills and enhanced their confidence in performing their new duties satisfactorily.
The headteachers expressed training needs in all the six administrative tasks. However, on the scale of urgency, training needs in financial management topped the list, closely followed by management by student personnel and curriculum and instruction. The age of the headteacher was important in the determination of training needs in administration. The younger teachers (30-40years old) with subsequent less professional experience cited less (fewer) training needs in almost all the six tasks as compared to headteachers aged 41 or more years. However, the older teachers requirement for training in school plant and staff personnel were less urgent in relation to those of headteachers aged between 30-40 years.
Financial management was cited as the area requiring urgent training, closely followed by management of staff personnel and curriculum and instruction. Much criticism was leveled at the manner and frequency with which KESI and other training agents conducted staff training programmes. Such criticisms included poorly organised | en_US |
