Develop carefully the educational specification for each facilities envisaged in the new plant, bearing in mind the anticipated economic and social conditions. Design each separate facility in strict adherence to the educational specifications. Equip the complete buildings and put them into use.
However, it must be recognize that many of the decision to be made regarding the general nature and appearance of school buildings are also decisions which will affect the expansion and adaptability of the buildings. It is importance that these decision be made after due consideration of the long term educational and financial advantages of incorporating flexibility in the design.
Achieving efficiency in Financing Secondary School Education
According to Ipaiye (2012), for too long there have attempt to address issues of equity and efficiency in education through macro level rather than micro level policies on the simple rather than illogical assumption that once things get better at the top, they will be alright down the line. Once the issues are addressed at the federal, state and local levels, and while enough human and material resources are equally provided, everything will be alright and filter down to the individual classrooms such that the students will receive the maximum benefits in the type of quality of education from the adequate provision of human resources allocated to this sector of education.
Ipaiya(2012) further stressed that in education, more than in other things else, the allocation of resources is a central function of the decision making processes in ensuring that improve learning in quantity and quality takes place and in the students, as an outcome of the quantitative education they receive through the ingredient provided inhuman and material resources become better enlightened as a result of which they are able to take their own independent decisions not only to survive but also to make their individual and collective contributions to themselves, their families, their local communities, their nation and the world at large.
Importance of principal for school operation
The importance of the principal for school operations is widely acknowledged, surprisingly little is known about what principals do on a day-to-day basis and how this varies across schools. Pre¬vious principal time-use research can be grouped into two broad categories:
1. Ethnographic studies and
2. Self-report studies, each with their own bene¬fits and limitations.
Ethnographic Studies: allow for depth and detail but generally include observations of only a few principals and are consequently un¬able to generalise to a larger population of schools or to empirically link principal time-use to school outcomes.
Self-report Research: usually conducted with surveys, allows for large samples but often sacrifices depth, and perhaps accuracy. These stud¬ies are likely to be susceptible to self-reporting and memory biases (Gardner, 1990).
Recent advances in self-report data collection methods, such as end-of-the-day logs and experi¬ence sampling methods (ESM), have reduced some of these potential biases (Goldring, Huff, May &Camburn, 2008;). For example, Spillane, Camburn and Pareja (2007) employ ESM by paging principals up to 15 times a day on portable handheld devices for six consecu¬tive days. Each time they were paged, principals filled out a short survey asking questions about what they were doing, who they were with, and where they were. The real-time nature of this meth¬od eliminates the possibility that principals forget or misremember their daily activities. The method, however, still suffers from the potential biases inher¬ent in self-reporting. An additional drawback to ESM is that the surveys take time to complete and are thus necessarily limited in their scope so as not to overly disrupt the principal’s work day.
Principalship is a critical management skill involving the ability to encourage group of people towards common goal. Leadership focuses on the development of followers and their needs. Managers exercising transformational administrative style focusing on the development of value system of employees, their motivational level and moralities with the development of their skills,(Sashkin & Sashkin 2003). Omolayo (2009) identified different administrative styles of a school principal which include initiative, consideration and participatory structure of management. Initiative structure of administration is the extent to which a principal defines managers and group member roles, initiates actions, organizes group activities and defines how task are to be accomplished by the group. A leader in this structure defines his goals and facilitates group movement toward them. This administrative style decides everything and tries to manipulate the followers into approving his ideas on how the school should function. A leader in this group does not give trust to any member of the group.
Mwalala, (2008) observed that Initiative structure and harsh climate leads to poor performance of students. Initiative structure of management, also known as autocratic leaders, provide clear expectations for what needs to be done, when it should be done, and how it should be done. There is also a clear division between the leader and the followers.
