CORRELATES OF MANAGEMENT PRACTICES OF PRIMARY SCHOOL HEAD TEACHERS IN PROMOTING CHILD FRIENDLY SCHOOL ENVIRONMENTS IN SOUTH-EAST, NIGERIA

CORRELATES OF MANAGEMENT PRACTICES OF PRIMARY SCHOOL HEAD TEACHERS IN PROMOTING CHILD FRIENDLY SCHOOL ENVIRONMENTS IN SOUTH-EAST, NIGERIA
 
CHAPTER ONE
INTRODUCTION
Background of Study
Primary education is a six-year form of education in Nigeria, which children
receive before proceeding to secondary level of education. According to the
National Policy on Education (Federal Republic of Nigeria, 2013), primary
education is the form of education attended by children before secondary
education. Primary education exists within the ambits of the law and is empowered
by the State Universal Basic Education Board (SUBEB) that oversees the
management and supervision of primary education.
From the foregoing, it is safe to say that primary education is very important
in Nigerian education system. Quadiri (2001) presents the following intentions of
primary education in Nigeria: to help the child to develop intellectually, physically,
morally, socially and emotionally to provide well-qualified citizens that are
capable of going to secondary and tertiary institutions to be trained as professionals
in various services that are essential for the development of the country; and to
assist primary school learners who cannot further their education to become useful
citizens and the community at large. Primary education is the foundation upon
which other strata of educational edifice are built. Adesina (2011) adds that
primary education serves as foundational levels of all other education by providing
children with a good preparatory ground for further education. These aims agree
with the provisions of the National Policy on Education (Federal Republic of
Nigeria, 2013:21) on the specific objectives of primary education which are to:
develop in the child the ability to adapt to his changing environment giving the
child opportunities for developing manipulative skill to enable him function
effectively in the society within the limit of his capacity; and providing basic tools
for further educational advancement including preparation for trades and crafts of
the locality. For the attainment of these objectives primary school curricular which
have been developed to suit such desires are implemented by the primary school
administrators with the cooperation of the teachers.
Heads of primary schools are tasked with the implications of these
objectives. The success of primary school education therefore rests on effective
primary school administration which involves the participation of the local
communities, well qualified and contented staff. Consequently, the administrators
need the cooperation and support of the parents, teachers, the State Universal
Education Board, Local Government Education Authorities and the Ministry of
Education.
The authority of the head teacher according to Nwaham (2008) is viewed in
the position occupied as well as task and responsibilities performed. Head teachers
develop and implement school development plan, provide facilities and
equipments, keeps records both statutory and non-statutory in addition to leading
teaching and learning in schools. Leithwood & Jantzi (1999) classified these roles
and responsibilities: as collaborative decision making providing both informal and
formal opportunities.