Recruitment of personnel in schools
According to yoloye (2015), for educational service the personnel programme touches all aspects of management. Planning for personnel is therefore cardinal to the success of anticipate services which education has to render through the schools. In fact, the salaries of teaching and non-teaching staff consume from about 60% to 75% of funds allocated for education.
Yoloye(2015) further emphasized that organizational planning and staffing are major function of administration, and these functions can be successfully performed with the help of a personnel classification plan, e.g. a scheme showing number needed areas of specialization of staff needed, etc. It is essential to bear in mind that the problems of staffing should be closely tired to a pre-determined and planned personnel recruitment and selection. Therefore the effectiveness of administration in performing its functions and stimulating responsibilities depends on how successful the management has been in defining the duties of all categories of staff, both subordinate and supra-ordinate. Equally important is the realization that developing personnel training programmes in advance enhances administrative effectiveness. The defining of staff functions and the development of training proposals clarify the administrative function and assist employees to understand better and be in a position to perform the duties for which they are employed.
3. A promotion programme in which vacancies in positions of better pay and higher responsible posts are filled by promotion from within the serving staff, based on appraisals.
4. A ban against discrimination because of sex, race, politics or religion.
5. Provision for sanctions based on cause and a right to hearing on appeal from such sanctions.
6. Existence of fringe benefits which relate to conditions to service, for example vacation leave, sick leave, allowances for duty posts, and other allowances.
Management of school physical facilities.
According to Emetarom, (2014), educational facilities are material resources in the school which are physical and spatial enablers of teaching and learning which will increase the production of results. When combined with other resources in adequate quality and quantity, constitutes vital inputs for achieving desired educational goals. Owuamanam,(2015) noted that the inadequacy of infrastructural facilities is one of the major problems facing the Nigeria education system. Nwadiani, (2012) is also of the opinion that infrastructural facilities in public schools in Nigeria are inadequate leading to poor utilization. Studies on physical facilities in public schools have revealed that what is on ground in most public schools, both at the higher and lower levels is a far cry from the recommended benchmark for the provision of infrastructural facilities in these schools. Akinkugbe (2016) revealed that everywhere you look, primary, secondary, special, technical, tertiary institution, there is abundant evidence of crippling inertia, criminal neglect and a pervasive decay in value and standard.
The quality and quantity of facilities have impact on educational outcomes, as well as well-being of students and teachers. This perhaps necessitated the interest by many scholars, researchers, administrators and educational planners in this area. The consensus of opinion among them is that educational facilities in Nigeria Public schools are inadequate due to astronomical increase in school enrolment.
The onus of managing school facilities rests on school administration in conjunction with other stakeholders whose responsibility among many others is to ensure that facilities are working efficiently for utmost learning achievement. At the building school level, Ehiametalor in Nwagwu et al (2015), assert that among other responsibilities, school administrators at the school building have a responsibilities to keep records of plans, checks on facilities and how often maintenance is effected either to buildings or equipment. Without this information, type of materials required, materials used and cost cannot be ascertained. Adequate management as regards documentation, planning, implementation and evaluation is part of their responsibilities. If facilities are well managed, they would be safe from danger, disaster and theft. Effective management of educational facilities entails provision of facilities by ensuring proper procurement of good quality materials, serving as an advisory agent to government and other stakeholders on the type of facilities needed.
The school plants according to Udoh (2016) is the interpretation of the school curriculum. One of the ways in which curriculum finds its physical expression through the construction and internal arrangement of school plant. For more importance should be attach to the impact of plants facilities on educational experiences and educational methods used within the school building. Therefore an effective school plant is a controlled environmental condition which assist the teaching and learning process, and at the same time protects the physical well-being of the occupants.
