Adherence to Managerial Principles in Nigerian Schools: For Intellectual and Practical Competences

Chikwendu Alabekee¹; Worlu Christian Bekwele²; Duru Nnamdi Onochie³; Unezeh Chioma Patricia⁴; Ugochukwu Stanley Chibuzo⁵

^1,2,3&4Alvan Ikoku Federal University of Education, Owerri, Imo State, Nigeria
⁵Federal Collage of Land Resources Technology Owerri, Imo State, Nigeria

Abstract:
This work is centred on adherence to managerial principles in Nigerian schools: for intellectual and practical competences.The Nigerian education system faces significant challenges in achieving intellectual and practical competences among students, largely due to poor adherence to managerial principles in schools. This study examines the extent to which managerial principles are applied in Nigerian schools, identifying gaps in planning, organizing, staffing, directing, coordinating, reporting, and budgeting. The purpose of this research is to assess the impact of managerial adherence on intellectual and practical competences, and provide recommendations for improvement. Using an analytical approach, this study discusses issues such as inadequate teacher training, insufficient resources, and poor leadership, which hinder effective school management. The findings reveal a significant correlation between adherence to managerial principles and improved student outcomes, emphasizing the need for school administrators to prioritize effective management practices.Based on the findings, the study recommends that school administrators should invest in teacher training, ensure adequate resource allocation, and adopt participatory decision-making processes. Additionally, regular monitoring and evaluation of school programs should be conducted to ensure compliance with managerial principles.

Conclusion:
Poor leadership in Nigerian schools is a pressing issue that requires immediate attention. The lack of effective leadership has far-reaching consequences for the quality of education and the future of the country’s youth. The findings of this research suggest that poor leadership in Nigerian schools is attributed to the lack of training and professional development opportunities for school leaders, as well as the lack of accountability among teachers and administrators.

Furthermore, the impact of poor leadership is evident in the country’s poor academic performance, high dropout rates, and low educational attainment. This perpetuates cycles of poverty and limits the country’s economic development and social progress.

To address this issue, there is a need for increased investment in leadership training and professional development programs. The government and education stakeholders must prioritize the recruitment and retention of qualified and experienced school leaders, and provide incentives for them to work in disadvantaged areas Prioritizing leadership development is crucial to improving the quality of education in Nigeria and equipping its youth with the skills and knowledge they need to succeed in the 21st century.

Keywords: Managerial principles, intellectual competences, practical competences, school administration, Nigerian education system.

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