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Security Management Situations in Public Secondary Schools in North Central  Zone of Nigeria

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Security Management Situations in Public Secondary Schools in North Central  Zone of Nigeria

ABSTRACT

Most school environments no longer provide the security required for effective  teaching and learning. Today, security issue has become a major challenge in our educational institutions. Consequently, this study set out to explore ways of improving security situations in the North Central Zone public secondary schools.

The  study  was  a descriptive survey study, involving 1,188 respondents, made up of  176  principals  and 1012 teachers from 352 public secondary schools in  North  Central  Zone.

Two instruments were used to collect data for the study, namely: Check  list  on  available devices for improving security situation in public secondary  schools  and  a  four  point scale Questionnaire on improving Security Situation in Public Secondary Schools. (QSSMPSS).

Five research questions and four null hypotheses guided the study. A descriptive analyses of frequencies and percentages was used to answer the six research questions while t-test comprising Mean and Standard deviation to answer the research questions while t-test was used to test the hypotheses at 0.05 level of significance.

INTRODUCTION

The management of security is paramount to the effective management of schools and it is an issue that has attracted a great deal of attention and concern from learners, educators, parents, and the public at large. Management  is viewed  as the coordination of all the resources of an organization, through the process of planning, organizing, directing and controlling in order to attain organizational goals (Ogunu, 2009).

Management  is a  vital function of school administration. The school principal has to plan, organize, direct, control and evaluate staff and material resources to achieve the objectives of the school. The Education Board with the school managers have multiplicity of functions to perform such as arrangement of students and grouping of activities into units to make for utilization of material resources in carrying out functions.

Some of the functions are planning curriculum, organizing procedures and resources, arranging the environment, monitoring students’ progress, protecting the students and providing  security  for  the school facilities and stakeholders. They must be concerned not only with the quality of instruction, but also with the maintenance of safety and security in the school.

Michele, Water, Susan, and Atartins (2007) stated that the school principal works to make school experience humanized so that the students could feel connected, valued and motivated to learn and achieve the school objectives. They further said that the principal has to endeavour to improve the school environment so that the teachers could feel confident, respected and safe. This proves a well-managed school with a good social climate.

REFERENCES

Ada, N. A. ( 2002). Class room organisation, management and discipline in Ada N. A Aboho, D. A, Zaria, L. I (Eds), curriculum and inspections: An introduction to generation

Methods and principles of teaching, Makurdi: Ramet Publishers.

Adegoke, K. (2004). Criminology and security status in types and analysis of security threats. National Open University. Ibadan, Nigeria. Retrieve from http://www.noun.edu.ng/NOUNOCL/pdf/pdf2/ma.

Adelman, H. S. And Taylor, L. (2005). Classroom climate in S.W. Lee (Ed).

Encyclopaedia of school Psychology, Thousand Oaks, CA: Sage publications.

Adesina, S. (1980). Aspects of school management in Oboegbulem A. I. Class room organization and management. Great P. A Express Publishers. Ltd. Nsukka.

Ajayi, I.A. (2002). Performance of secondary education system in Nigeria. Journal of Contemporary Issues in Education. 1(1)95-10.

CSN Team.

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