EXTERNAL STAKEHOLDERS PARTICIPATION IN THE MANAGEMENT OF EDUCATIONAL FACILITIES IN SECONDARY SCHOOLS IN RIVERS STATE, NIGERIA. Sunday T. Afangideh and Balafama Ipalibo-Wokoma
International Journal of Research and Development
Studies
Volume
7, Number 2, 2016
ISSN:
2056 – 2121
EXTERNAL
STAKEHOLDERS PARTICIPATION IN THE MANAGEMENT OF EDUCATIONAL FACILITIES IN
SECONDARY SCHOOLS IN RIVERS STATE, NIGERIA.
Sunday
T. Afangideh and Balafama Ipalibo-Wokoma
Department
of Educational Management
Faculty
of Education, University of Port Harcourt, Nigeria
ABSTRACT
Educational
facilities play critical but important roles in the life of school systems. As
a result, the management of school facilities is given serious consideration by
both internal and external stakeholders. This study examines external
stakeholders participation in the management of educational facilities in
public secondary schools in Rivers State, Nigeria. Two research questions and 2
hypotheses guided the study, which employed the descriptive survey as the
design. The population of the study was 527 public and private secondary
schools, with a corresponding number of 527 principals, from where a sample of
264 principals (124 from public schools &
140 from private schools) was
selected, using the stratified random sampling technique. The instrument of the
study was a 16-item instrument titled External Stakeholders Participation in
Educational Facilities Management Scale (ESPEFMS), with a reliability of 0.95
designed by the researchers in the modified 4-point likert scale model. Mean,
weighted mean, and aggregate weighted mean scores were used in answering the
research questions, while critical ratio statistics was used in testing the
hypotheses at 0.05% alpha level. The findings of the study show that external
stakeholders participate in the maintenance and security of educational
facilities, just as it has been recommended that school authorities should
encourage external stakeholders’ continuous participation by ensuring that
facilities provided are maintained for effective utilization.
Keywords:
External stakeholders, External
stakeholders Participation, Management of Educational Facilities.
INTRODUCTION
The
school is an institution in society that has the responsibility of transmitting
the cultural knowledge, skills, and values of a people from one generation to
another. This description implies and confirms that it is the school that keeps
societies alive for generations yet unborn. Arising from this all important
role of the school, it becomes imperative that society should also endeavour to
keep the school alive if the school must continue to also keep the society alive.
This is suggestive of a symbiotic relationship between the school and society.
One
way of ensuring that the school remains afloat to deliver the purposes of its
existence to society is the deliberate and indeliberate efforts at managing the
various components and elements of the school. Obasi (2004), sees educational
management as the process of formulating policies along the lines of societal
needs, planning and executing these policies in order to meet those needs using
available human and material resource. But, in the opinion of Agabi (2002), educational
management is the rational process of organizing and coordinating the use of
both material and human resources available to education in the pursuance of
the educational goals or objectives of a given society. In this study,
educational management has to do with efforts by school leaders to harness the
human, material, and unseen resources of education, in pursuance of the goals
of the society through the education system. Educational management encompasses
the management of school finances, personnel, facilities, environment,
decisions, communication, instructional programmes and school image. This list
enjoys scholarly backings in Abraham (2002), Agabi (2002), Akpakwu (2012),
Aliezi (2015), and Okwori and Ede (2012), among other scholars of educational
organizations. As an addendum to the foregoing, Abraham (2002), also lists the
scope of educational management to include management of school business
services, school records, co-curricular activities, guidance and counseling and
maintenance of school discipline. All
External
Stakeholders Participation in the Management of Educational
Facilities
in Secondary Schools in Rivers State, Nigeria.
these are done to ensure that teaching and
learning go on smoothly in the school system for the attainment of societal
goals.
Professionally
speaking, the task of educational management is the exclusive preserve of the
education expert, who has been given the professional knowledge, skills and attitudes
for leadership in learning organizations. However, with the changes in society,
coupled with persistent citizen pressure, the task of managing schools has
become a diversified endeavour. Anwuka (1992), establishes that today,
communities show more interests in the management of school affairs, because of
the need to monitor achievements and institutional responsiveness, give supports
to the institution, responsiveness to democratic principles which require that
individuals and groups should have a say in taking decisions on issues that
will affect them. Whether professionally or citizen influenced, school
management is carried out by people who have stakes in what goes on in schools
and are technically referred to as stakeholders.
Following
from the foregoing presentation, it is pertinent to note that educational
institutions are managed by people who have stakes in the schools.
Conceptually, stakeholders refer to those individuals or groups who have an
interest in and/or affected by the goals, operations or activities of the
organization or the behaviour of its members (Worthington, 2006). For
Boundless.com (n.d), a stakeholder is a person or organization with a
legitimate interest in a given situation, action or enterprise. Stakeholders may
also be seen as individuals, groups or organizations that are affected by the
consequences and outcomes of organizational decisions. Therefore, if the
presentation by Worthington (2006) and Boundless.com are things to go by, it
would therefore not be out of place to state that stakeholders are those who
are affected positively by the existence of certain organizations. They include
customers, clients, distributors, wholesalers, retailers, suppliers, partners,
creditors, communities, governments, labour unions, competitors, the general
public, employees, environment and other groups, and organizations
(Boundless.com, n.d.; & Mullins, 2007).
Two
types of stakeholders are distinguished. These are internal and external
stakeholders. In the presentation by the National College of Teaching
Leadership (2001), internal stakeholders are those individuals or groups, who
directly produce and consume the products while the external stakeholders are
those individuals or groups who have interests in the products but do not
produce or consume directly. This latter presentation must have influenced
Business Dictionary.com (2015) perception of external stakeholders as a party such
as consumers, suppliers or lenders, that influence and is influenced by an
organization but is not a member of it.
In
the school system, external stakeholders are those individuals and groups who
influence and are influenced by all the activities and components of the school
system from outside the boundaries of the school. These individuals and
organizations are very important in schools. They exercise different types of
power over schools and try to influence their decisions through the application
of economic or political pressure. They are accommodated in schools because of
seven major reasons.
These include that:
i.
They
have the power to hold the school to account for its performance;
ii.
Their
decisions have impacts on the schools;
iii.
Schools
are expected to be responsive to the views of the stakeholders
iv.
Schools
often need to work in partnership with the stakeholders to achieve their school
goals
v.
Schools
have to work in collaboration with the stakeholders to ensure that children
achieve high standard.
vi.
There
is increasing expectation that schools will work with their agencies and
organizations to meet the needs of the children and young people.
vii.
Schools
have important curricular with other organizations as both of them purchase and
supplier knowledge.
International Journal of Research and Development
Studies
Volume
7, Number 2, 2016
So far, presentations in this study have centered
on school management, stakeholders, and external stakeholders to the neglect of
other keywords, one of which is management of educational facilities. But, from
the presentations made, we can conveniently say that external stakeholders take
part in the management of educational facilities. Educational facilities are
those things in schools which enable a skillful teacher achieve levels of
instructional effectiveness that far exceeds what is possible when they are not
provided. (Ekemezie, 2012). Put differently, Akpakwu (2012), considers school
facilities to refer to the school site, buildings, equipment and playground
which are designed to facilitate effective teaching and learning, and also
enhance the physical and emotional needs of staff, students, and the general
public. It is no wonder, Ekemezie (2012), see them as the essential facilities
that engineer effective teaching and learning. School facilities include school
buildings, libraries, laboratories, classrooms, recreational facilities,
instructional materials, chalkboards, furniture, assembly halls, a workshop,
cafeteria, health centres, toilets and lavatories, fire safety, and office
equipment and supplies (Ekemezie, 2012; Osaigbovo, 2007; Osakwe, 2011; Agabi
2004).
School
facilities perform major functions in schools. These include the following:
i.
They
help to facilitate teaching and learning
ii.
They
influence learner’s attitude, behaviour, and cognitive learning
iii.
Provide
learners with a broad range of experiences that broaden the capacity of
learners and enhances their creativity skills and competences
iv.
Contribute
to the educational attainments of the child
v.
Attract
experienced and qualified teachers to teach in the schools.
Following from the above, it becomes
extremely imperative that there is need for the proper management of
educational facilities. Educational facilities management involves the
systematic process of rationalizing the provision, use and maintenance of
educational facilities within an educational institution to ensure their
optimal utilization and achievement of educational objectives both in the
immediate and in the future given the available resources. For Afangideh (2010)
and Aliezi (2015), educational facilities management involves planning,
procurement, allocation, utilization, maintenance and security.
In
tandem with the thesis of this study, two aspects of facilities management are
considered. These are maintenance and security of educational facilities.
On the maintenance
of educational facilities, Osaigbovo (2007), Afangideh (2010), Aliezi (2015), opine
and found out that individuals and groups external to the schools can help in re-roofing
of blown off roofs, repair of damaged walls, repairs of damage buildings,
repair of broken furniture, repair of broken ceiling, rescuing of buildings
from overgrown weeds, repair of cracked walls, repainting of walls with
instigatim diagrams and inscriptions and replacement of damaged doors and
windows. These have been corroborated by Agabi (2004), Ekemezie (2012), and
Nwadiani (1995) (as cited in Ekemezie, 2012).
On
the aspect of security, educational experts like Agabi (2004), Aliezi (2015),
N.S.T. Afangideh (Personal Communication, October 15, 2015), and Akpakwu (2012)
establish and comment that external stakeholders can provide security officials
from communities, frequent checks on school facilities, sponsorship of janitors
to care for school facilities, holding security meetings with school heads on
the use of school facilities, presenting reports on the usages of school
facilities, appointing secret personnel to monitor the movements and usages of
school facilities in communities and maintaining inventory of all facilities
they provide to the schools.
It
will therefore be gratifying, if school administrators are assisted in the
management of educational facilities. This captured the interest of the
researchers for a work on stakeholders participation in the management of
educational facilities at the secondary level of education.
Statement
of the Problem
Management
in education encompasses major and minor aspects of school life: This includes
the management of school personnel, finances, facilities, environment,
decision, communication, instructional programmes, and school image. In
Nigeria, there seems to be
External
Stakeholders Participation in the Management of Educational
Facilities
in Secondary Schools in Rivers State, Nigeria.
growing interests in the management of
educational services as responses to the deregulated stance or position of
Nigeria’s national policy on education, which welcomes private sector and
community participation in the provision and management of educational services
at all levels. This explains why educational services are provided and managed
by managers within and outside the school environment. Because of this policy
caveat, sometimes, conflicts arise in respect of who should perform which
function(s). A major cause of conflict is that school administrators believe
that certain aspects of school management should be the exclusive preserve of
internal school leaders as a result of the professional requirements which they
possess. This position usually sets them against external groups who also have
stakes in school management. This conflict is not in the best interest of the
school system and society. Consequently, it becomes imperative that efforts be
made to provide empirical information on the aspects of school management which
internal and external stakeholders should participate in school administration.
This study was therefore contemplated to examine external stakeholders
participation in the management of educational facilities at the secondary
level of education in Rivers State of Nigeria.
Aims
and Objectives of the Study
The
aim of the study was to investigate into external stakeholders participation in
the management of educational facilities in secondary schools in Rivers State
of Nigeria.
Specifically,
the study sought to;
1.
ascertain
the ways external stakeholders participate in the maintenance of educational
facilities in secondary schools in Rivers State, Nigeria.
2.
determine
how external stakeholders participate in securing educational facilities in
secondary schools in Rivers State, Nigeria.
Research
Questions
The following research questions were
answered in the study;
1.
In
what ways do external stakeholders participate in the maintenance of
educational facilities in secondary schools in Rivers State, Nigeria?
2.
How
do external stakeholders participate in securing educational facilities in
secondary schools in Rivers State, Nigeria?
Hypotheses
The following null hypotheses were tested in
the study at 0.05 level of significance.
1.
There
is no significant difference between the mean ratings of public and private
secondary school principals on the ways external stakeholders participate in
the maintenance of educational facilities in secondary schools in Rivers State,
Nigeria.
2.
There
is no significant difference between the mean ratings of public and private
secondary school principals on how external stakeholders participate in
securing educational facilities in secondary schools in Rivers State, Nigeria.
METHODOLOGY
The
design for the study was the descriptive survey. The population of the study
was the 527 public and private senior secondary schools in Rivers State (247 &
280, respectively). These corresponding number of 527 principals also acted as
participants, from where a sample of 264 (124 & 140, respectively) was
drawn as the sample, using the stratified random sampling technique.
Respondents of the study responded to a validated 16 item instrument titled ‘External
Stakeholders Participation in School Facilities Management Scale’ (ESPSFMS),
designed by the researchers in the modified 4-point likert scale with a
reliability co-efficient of 0.95, established using the Cronbach Alpha
Statistics. Mean scores, mean sets and aggregate mean scores were used in answering
the research questions while critical ratio statistics were performed and used
in testing the hypotheses at 0.05% alpha level.
RESULTS
Research
Question 1: In
what ways do external stakeholders participate in the maintenance of
educational facilities in secondary schools in Rivers State, Nigeria?
International Journal of Research and Development
Studies
Volume
7, Number 2, 2016
Table
1: Mean Responses of Public
and Private Secondary School Principals on the Ways External Stakeholders
Participate in the Maintenance of Educational Facilities in Secondary Schools
in Rivers State, Nigeria.
S/N
|
|
MEAN
RESPONSES
|
Remarks
|
|||
![]() |
![]() |
|
![]() |
|||
1.
|
Outsiders who have interest
in your school assist in the re-roofing of blown off roofs
|
3.09
|
3.03
|
|
3.06
|
Agreed
|
2.
|
Interested persons from
communities do help in the repairs of damaged school walls
|
2.94
|
3.02
|
|
2.98
|
Agreed
|
3
|
Groups from the community
assist in the repairs of damaged buildings
|
2.80
|
2.72
|
|
2.76
|
Agreed
|
4.
|
Concerned carpenters assist
in the repairs of broken school furniture
|
2.94
|
2.58
|
|
2.76
|
Agreed
|
5.
|
Church members in school
environments mobilize their members to rescue school buildings from overgrown
weeds
|
2.99
|
2.77
|
|
2.88
|
Agreed
|
6.
|
Some repairs of broken roof
ceilings have been carried out by people in the school external environment
|
2.71
|
2.79
|
|
2.75
|
Agreed
|
7.
|
People from the school
external environment assist in the repairs of cracked walls through
sponsorship
|
2.75
|
3.07
|
|
2.91
|
Agreed
|
8.
|
Community people help in
the periodic repainting of school walls with instigating diagrams
|
2.86
|
2.72
|
|
2.79
|
Agreed
|
9.
|
Individuals from
communities sponsor the replacement of damaged doors
|
2.84
|
2.62
|
|
2.72
|
Agreed
|
|
Criterion mean =2.50
|
AW
![]() |
Agreed
|
Legend
Scale



AW
= Aggregate
Weighted mean

Data
on Table 1 show that all the items had weighted mean scores above the criterion
mean of 2.50 and were agreed on as the ways external stakeholders participate
in the maintenance of educational facilities in secondary schools in Rivers
State. In summary, with an aggregate weighted mean of 2.84, above the criterion
mean of 2.50, public and private secondary school principals agreed that external
stakeholders participate in the maintenance of educational facilities in
secondary schools in Rivers State, Nigeria, through assisting in the re-roofing
of blown off roofs, helping in the repairs of damaged school walls, assisting
in the repairs of broken school furniture, mobilizing people to rescue school
buildings from overgrown weeds, repairs of broken roof ceilings, repairs of
cracked walls, periodic repainting of school walls with instigating diagrams
and sponsorship of replacements of damaged doors.
Research
Question 2: How
do external stakeholders participate in securing of educational facilities in
secondary schools in Rivers State, Nigeria?
External
Stakeholders Participation in the Management of Educational
Facilities
in Secondary Schools in Rivers State, Nigeria.
Table
2: Mean Responses of Public and
Private Secondary School Principals on how External Stakeholders Participate in
Securing Educational Facilities in Secondary Schools in Rivers State, Nigeria.
S/N
|
|
MEAN RESPONSES
|
Remarks
|
||||
![]() |
|
![]() |
|
![]() |
|||
10.
|
Community people who have
interest in schools provide personnel that help in securing school facilities
|
3.06
|
|
2.81
|
|
2.94
|
Agreed
|
11.
|
Interested people outside
the school environment carry out frequent checks on the state of school
facilities
|
2.93
|
|
2.81
|
|
2.87
|
Agreed
|
12.
|
External stakeholders in
schools sponsor janitors who care for school facilities
|
2.97
|
|
2.87
|
|
2.92
|
Agreed
|
13.
|
External stakeholders in
schools hold security meetings with school heads on the state of school
facilities
|
2.97
|
|
2.60
|
|
2.79
|
Agreed
|
14.
|
Some individuals from
communities monitor the movements of school facilities under usage by
community members
|
2.93
|
|
2.55
|
|
2.74
|
Agreed
|
15.
|
Stakeholders in school
affairs present periodic reports on the usages of school facilities in
communities
|
2.97
|
|
2.85
|
|
2.91
|
Agreed
|
16.
|
Stakeholders in school
affairs maintain inventories of facilities they provide to schools
|
2.72
|
|
2.73
|
|
2.73
|
Agreed
|
|
Criterion
![]() |
AW
![]() |
2.84
|
Agreed
|
* The
legend and scale for Table 1 applies
Data
on Table 2 show that all the items had weighted mean scores above the criterion
mean of 2.50, and were adjudged as how external stakeholders participate in
securing educational facilities in secondary schools in Rivers State, Nigeria.
In summary, with an aggregate weighted mean of 2.84, above the criterion mean
of 2.50, public and private secondary school principals agreed that external
stakeholders participate in securing educational facilities by providing
personnel that help in securing school facilities, carrying out frequent checks
on the state of school facilities, sponsoring janitors to care for school
facilities, holding security meetings with school heads on the state of school
facilities, monitoring the movements of school facilities in community usage,
presenting periodic reports on school facilities in community usage and
maintaining inventories of facilities they provide their schools.
Ho1: There is no
significant difference between the mean ratings of public and private secondary
school principals on the ways external stakeholders participate in the
maintenance of educational facilities in secondary schools in Rivers State, Nigeria.
Table
3: Comparison of the Mean
Ratings of Public and Private Secondary School Principals on the Ways External
Stakeholders Participate in the Maintenance of Educational Facilities in
Secondary Schools in Rivers State, Nigeria.
Subject
|
N
|
![]() |
SD
|
CCR
|
t-crit
|
df
|
Result
|
Public secondary school principals
|
121
|
26.07
|
1.65
|
3.29
|
1.96
|
257
|
Significant
(Reject)
|
Private secondary school principals
|
138
|
25.28
|
2.30
|
Legend
N – Number of respondents

SD – Standard Deviation
CCR – Calculated Critical Ratio
t. crit – t – critical value
df – degree of freedom
Data on Table 3 show summaries of subjects,
means, standard deviations and critical ratio test of difference between the
mean ratings of pubic and private secondary school principals on the ways
International Journal of Research and Development
Studies
Volume
7, Number 2, 2016
external stakeholders participate in the
maintenance of educational facilities in secondary schools in Rivers State,
Nigeria. The critical ratio value, calculated and used in testing the
hypothesis, stood at 3.29, using 257 degrees of freedom, at 0.05 level of
significance.
At
0.05 level of significance and 257 degrees of freedom, the calculated value of
3.29 is greater than the critical t. value of 1.96. Hence, a significant
difference exists between the responses of the principals. Following from this observation
the researcher conveniently rejected the null hypothesis in favour of the
alternative that there is a significant difference between the mean ratings of
public and private secondary school principals on the ways external
stakeholders participate in the maintenance of educational facilities in
secondary schools in Rivers State, Nigeria.
Ho2: There is no
significant difference between the mean ratings of public and private secondary
school principals on how external stakeholders participate in securing
educational facilities in secondary schools in Rivers State, Nigeria.
Table
3: Comparison of the Mean Ratings
of Public and Private Secondary School Principals on the Ways External
Stakeholders Participate in Securing Educational Facilities in Secondary
Schools in Rivers State, Nigeria.
Subject
|
N
|
![]() |
SD
|
CCR
|
t-crit
|
df
|
Result
|
Public
secondary school principals
|
121
|
21.06
|
5.21
|
4.93
|
1.96
|
257
|
Significant
(Reject)
|
Private
secondary school principals
|
138
|
30.87
|
22.74
|
* The legend for table 3 applies
Data on Table 4 show summaries of subjects,
means, standard deviations and critical ratio test of difference between the
mean ratings of public and private secondary school principals on how eternal
stakeholders participate in securing educational facilities in secondary
schools in Rivers State, Nigeria. The critical ratio value calculated and used
in testing the hypothesis, stood at 4.93 while the critical t. value stood at
1.96, using 257 degrees of freedom, at 0.05 level of significance.
At
0.05 level of significance, and 257 degrees of freedom, the calculated value of
4.93 is greater than the critical t. value of 1.96. Hence, a significant
difference exists between the mean responses of the principals. In the light of
this observation, the researchers rejected the null hypothesis in favour of the
alternative that there is a significant difference between the mean ratings of
public and private secondary school principals on how external stakeholders
participate in securing educational facilities in secondary schools in Rivers
State.
DISCUSSION
OF FINDING AND IMPLICATIONS
External
Stakeholders Participation in the Maintenance of School Facilities
First,
it was found out that external stakeholders participate in the maintenance of
educational facilities in secondary schools in Rivers State, Nigeria, through
assisting in the re-roofing of blown off roofs, helping in the repairs of
damaged buildings, assisting in the repairs of damaged school furniture,
mobilizing people to rescue school buildings from overgrown weeds, repairs of
broken roof ceilings, repairs of cracked walls, periodic repainting of school
walls with instigating diagrams and sponsorship of replacement of damaged
doors.
Also,
a corresponding third finding from hypothesis testing established a significant
difference between the mean ratings of public and private secondary school
principals on the ways external stakeholders participate in the maintenance of
educational facilities in secondary schools in Rivers State, Nigeria. These
findings agree with Osaigbovo (2007), Afangideh (2010), Aliezi (2015), Agabi
(2004), Ekemezie (2012) and Nwadiani (1995) (as cited in Ekemezie, 2012). The
trend of the findings may not be unconnected with some community-based school
programmes which the Rivers State Government introduced and adopted in recent
years. These programmes include the Public/Private Partnership (PPP) in
educational provision and management, the Community-Based Education Committees
(CBEC), and the World Bank Assisted/Community School
External
Stakeholders Participation in the Management of Educational
Facilities
in Secondary Schools in Rivers State, Nigeria.
Projects that have helped in the maintenance
of facilities in schools. This implies that these principals maintain sound
relationship with their stakeholders.
External
Stakeholders Participation in Securing Educational Facilities
Also,
it was found out that external stakeholders participate in securing educational
facilities by providing personnel that help in securing school facilities,
carrying out frequent checks on the state of school facilities. Sponsoring
janitors to care of school facilities, holding security meetings with school
heads on the state of facilities in schools, monitoring the movement of school
facilities in community usage, providing periodic reports on school facilities
in community usage and maintaining inventories of facilities they provide to
their schools.
Also,
a corresponding finding from hypothesis testing established a significant
difference between the mean ratings of public and private secondary school
principals on how external stakeholders participate in securing educational
facilities in secondary schools in Rivers State.
These findings agree with Aliezi (2015), Agabi
(2004), N.S.T. Afangideh (Personal Communication, October 15, 2015) and Akpakwu
(2012). These researchers and scholars have in their empirical studies and
theoretical expositions found and established that external stakeholders
participate in securing educational facilities through the methods identified
in the findings. This may be explained in the fact that school administrators
are in close relationships with the stakeholders and that the stakeholders also
show greater interests in the education of their wards, hence the need to
protect the facilities for the continuous education of their children.
CONCLUSION
Based on the findings of this study, it is
concluded that when the enabling environment is provided, stakeholders
participate in the maintenance and securing of education facilities in schools.
RECOMMENDATION
1.
Secondary
School administrators should continue to provide the enabling environment for stakeholders’
continuous participation in the maintenance of educational facilities in their
schools.
2.
School
administrators should endeavour to reciprocate the gestures of the stakeholders
in securing school facilities by making effective and adequate usages of the
facilities to elicit good performance.
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