Appraisal of the Administrative Task Areas and Competencies Required of : Current School News

Appraisal of the Administrative Task Areas and Competencies Required of Colleges of Education (Technical) Administrators in Nigeria

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Appraisal of the Administrative Task Areas and Competencies Required of Colleges of Education (Technical) Administrators in Nigeria.


The purpose of this study was to determine the extent of performance of (a) staff personnel administrative task (b) students personnel task (c) facilities and tool maintenance task and (d) school-community task by the Colleges of Education (Technical) administrators.

The study also aimed at finding out the extent of possession of specific competencies required of the  administrators for the effective performance of their work.

Similarly, the study also ascertained measures that could be adopted to improve the administrators’ competencies within the area of technical skills, human relation skills, conceptual skills and communication skills. The study answered six research questions and tested nine hypotheses.

The hypotheses were tested at the 0.05 level of significance. The target population for this study consisted of all the 220 immediate past   and present academic staff in all the eight Federal Colleges of Education (Technical) who held administrative positions.

The entire population was used. Hence no sampling was done. Questionnaire was used for data collection. Of the 220 copies of the questionnaire administered to administrators of the eight Colleges of Education (Technical) 202 (92.2%)  were  correctly  completed and returned and were used for data analysis.

The data collected were analyzed using mean, standard deviation and t- test. The results revealed higher extent of performance in some of  the administrative sub task areas by the administrators.

Analysis of data collected showed that the administrators possessed to a great extent technical skills, human relation skills, and conceptual  skills and communication skill competencies.

Some of the task areas where administrators were performing to a great extent are: participation in the organization of workshops and seminars  for  staff development and involvement of students in the management of workshop laboratory.

Examples of the areas where the extent of their performances was low are: actively developing a system of staff personnel policies, the needs of special or handicapped students, participation in the school-community projects.

Some of the competencies needed to be improved upon by the administrators are in the following areas: technical skill competencies, human relation skill competencies, conceptual skill competencies, and communication skill  competencies.

The  following are recommended ways of improving the competencies possessed by the college administrators: (a) attendance at seminars, workshops and conferences should be made  mandatory for the administrators and lecturers.

Special short/refresher courses should be organized for the college administrators, (c) organization of work experience training programme for administrators should be made compulsory, (d) administrators of Colleges of Education (Technical) should be specially trained vocational and technical educators so as to make the  college  programme  effectively executed.


Background of the Study

Education is the key to sustaining human development. Education is  not determined simply by what politicians promise and what policy makers develop. It is not determined by what educational philosophers speculate about, or on what educational theorists propound.

It is largely dependent on what teachers do (the way they organise learning opportunities and empower the learner), and largely on what learners are able to take from the learning-teaching situation, and more importantly, the extent to which what they take away’ is able to exert a positive influence on their lives (Obanya, 2006).

However, to achieve this aim, technical education, because of  its importance, must be made the most viable instrument for industrial development of any country and this can only be realized through the production of qualitative and quantitative technical teachers.

In Nigeria educational set-up, there are three types of institutions producing technical teachers for junior secondary schools. The first type is the College of Education (Technical).

This type of college was established to  prepare  only technical  and vocational teachers. The second category comprises Colleges of Education, which offer courses in humanities, arts and science in addition to technical and vocational courses.

The third type is the faculty/department of education (technical) of some Polytechnics.

The main programme run by the Colleges of Education (Technical) is the three- year Nigeria Certificate in Education (NCE) in Vocational and  Technical Education for  the production of teachers capable of teaching courses in Introductory Technology, Agricultural Science, Busines Studies, Home Economics, and Fine and Applied Arts at junior secondary school level. (Olaitan, 2000; Okoro, 1996)

Each of the Colleges of Education (Technical) established by the Federal Government of Nigeria, like other Colleges of Education, has established administrative structures.

The governing council is the highest  policy-making organ and  the  Provost  who is the chief executive of each institution is responsible  to  the  government  through the council. The Provost in turn, is assisted by other officers such as the Registrar, the Bursar, and the Librarian, in non-academic matters.


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