THE IMPACT OF POLITICAL INFLUENCE ON EDUCATION IN OYO STATE.

(A CASE STUDY OF ISEYIN LOCAL GOVERNMENT)

BY

ADEGORIOLU OLUGBENGA SEGUN.

COE/ISY/035/21

THESIS SUBMITTED TO THE DEPARTMENT OF ENGLISH/POLITICAL

SCIENCE, THE COLLEGE OF EDUCATION, ISEYIN,
IN FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF
NATIONAL CERTIFICATE IN EDUCATION (NCE) .

MAY, 2023.

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 APPROVAL PAGE

This is to certify that this project work, “The impact of political influence on

education in Oyo state (A case study of Iseyin LGA)” , was written by

ADEGORIOLU OLUGBENGA SEGUN with Registration number

COE/ISY/035/21 and has been read and approved for the award of NCE in the

department of ENGLISH/POLITICAL SCIENCE, THE COLLEGE OF

EDUCATION ISEYIN (T.C.E.I), AJELANWA ALONG ISEYIN-OYO ROAD, OYO

STATE..

………………………………… ………………………….

Mr.Oluwole DATE
(Project Supervisor)

………………………………… ………………………….

Mr.Adeniran O.T DATE

(Head of Department)

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 DEDICATION

This work is dedicated to God for his enabling grace, and to all computer enthusiasts

who help to make life a pleasant experience.

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 ACKNOWLEDGEMENT

I owe my indebtedness to my Supervisor Mr.Oluwole, the Head of Department

Mr.Adeniran O.T the Lecturers in the department of ENGLISH/POLITICAL SCIENCE,

Book Authors and Profound Scholars of existing/related research work for your moral

support that facilitated the successful completion of my NCE PROGRAM. I am

grateful to God Almighty and my parent (Mr.Olobade and Mrs.Adegoriolu) for their

financial support in my career also my friends and family who has been helping me

in one way or the other. I really appreciate you all for everything, Thank you very

much.

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 TABLE OF CONTENTS
Preliminary Pages

Title page

Approval page

Dedication

Acknowledgement

Table of Contents

Abstract

CHAPTER ONE

INTRODUCTION

1.0 Introduction

1.2 Background of Study

1.3 Statement of Problems

1.4 Aim and Objectives of Study

1.5 Research Questions

1.6 Research Hypothesis

1.7 Significance of Study

1.8 Scope of Study

1.9 Limitations of the Study

1.10 Definition of Terms

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CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

Conceptual Framework

2.1 Implications of the Importance of Education in Nigeria

2.2 Concept of Politics

2.3 Rationale for Politics in Education

2.4 Influence of Politics on Education in Nigeria

2.5 Politics and School Management

2.6 Problems Associated with Politics on Educational Administration in Nigeria

Theoretical Framework

2.7 The Behavioural Science Theory

2.8 The Social System Theory

2.9 Empirical Studies

2.10 Summary of Literature Review

CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

3.1 Research Design

3.2 Population of Study

3.3 Sampling and Sampling Technique

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3.4 Validation of Research Instrument

3.5 Method of Data Collection

3.6 Method of Data Analysis

3.7 instrument for data collection

3.8 Ethical Consideration

3.9 Statistical Analysis

CHAPTER FOUR

DATA ANALYSIS, RESULT AND DISCUSSION

4.0 Introduction

4.1 Presentation and Analysis of Data

4.2 Re-statement of Research Questions

4.3 Test of Hypothesis

4.4 Discussion of Findings

CHAPTER FIVE

SUMMARY, CONCLUSION, AND RECOMMENDATION

5.0 Introduction

5.1 Discussion of result

5.2 educational implications

5.3 Recommendation

5.4 limitation of the study

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5.5 suggestions for further research

5.6 summary of the study

REFERENCES

APPENDIX A - “QUESTIONNAIRE”

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 ABSTRACT
This study sought to examine the influence of politics in Nigeria educational sector.
The study focused on the Iseyin local government area of Oyo state Nigeria. The
design of the study was a descriptive survey. Four research questions and four null
hypotheses were generated to guide the study. The study used 100 respondents.
Questionnaire was used for data collection. Mean and standard deviation were
used to answer the research questions while CHI-SQUARE TEST was used to test
the hypotheses. Some findings of the study include; the fact that misappropriation
of funds disrupt peace in schools, favouritism in the disbursement of funds leads to
conflict in schools, fund meant for the payment of teachers’ salaries and allowances
are often misappropriated and this result in industrial dispute. The influence of
politics in staff-personnel administration in secondary schools include the fact that
preferential appointment of principals by government generate conflict and
recruitment of unqualified teachers into secondary schools show bias in favours of
relations of politicians leading to low quality of teaching. Provision of basic
infrastructures and equipment involves quota system in the provision of computer
equipment, government interest determines where secondary schools are sited
leading to low academic standard and government bias in the provision of sports
equipment in schools leads to differences in the performance of athletes and some
schools equipment are diverted to personal uses by prominent members of the
school community leading to scarcity of equipment in the affected schools.
Aggrieved member of the community sabotage the school board of governors of
secondary schools, secondary school principals do not involve the communities in
which the schools are sited in their area for important school activities leading to
feeling of marginalization by the community. Among the recommendations includes
the fact that schools should be organising workshops, public seminars and
enlightenment programmes in their schools and community to educate people on
the negative impact of politics and the way out. The federal and state ministries of
education and curriculum planners should include the teaching of politics from pre-
primary to the last level of education and make it compulsory to all levels of
education. Also politics should be played with caution on the appointment of
principals.

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CHAPTER ONE

1.0 INTRODUCTION

This chapter will discuss the background upon which this study was initiated, the

statement of problems that led to this study, the Aim and Objectives of the study.

Others are Significance of the study, Scope of work, Research hypothesis and

questions, Limitation of the study and Definition of technical terms.

1.1 BACKGROUND TO THE STUDY

In Nigeria education is one of the vital tools utilized by the political class to

enhance their legitimacy and control the machinery of government and

administration. A careful look at organization and administration of education in

any given country will show that it is closely interwoven with its political

dispensation or ideology. According to Uchendu (2000:1) Educational systems are

based upon and promote the ideologies of nations. Similarly abstract education

that does not serve the politics of a given clan does not exist in the world today.

Formal school system has become an important component for the political system

to implant its ideology on the youth.

National policy on Education FRN (2004) states that Education in Nigeria is an

instrument for effecting development. It therefore seeks to fulfil that role the

government has stated for the benefit of all citizens in the country. Educational

goals shall be clearly set out in terms of their relevance to the needs of the

individual and those of the society, in consonance with the realities of our

environment and the modern world. Countries tries spell out in clear terms the

philosophy and objectives that underline their investment in education which is

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generally affected by the political ideology of the country. Successive governments

in the country insist on education for all, so that they can contribute meaningfully,

to the achievement of the ideas of a democratic form of government.

Education has been defined by authors in various ways to suit their own ideals of

what education does or the gains of education. Anuna, (1996:2) defined education

as the systematic socialization of the younger members of the society into learning,

about the religion, moral, beliefs feelings of nationality and collective opinion of all

kinds. It embraces not only the planned and deliberate process of schools, colleges

but also the indirect incidental experience of life.

Many authors have defined politics in different ways. Okunamiri (2005:2) defined

politics as ‘’unbridled struggle for power among individuals or groups’’. Dyke (1966)

defined ‘’politics as, consisting desires on public issues’’. These definitions perceive

politics as struggle for power which results in unhealthy competition among

individuals or the groups involved. Clump, in Uchendu (2000:1) defined politics as

a science and art of securing and advancing the temporal welfare of community

organized as a state. The business of politics therefore involves both laying down

of general principles and their application to concrete problems. The scope of

politics is the temporal well-being of the community as whole. To say this means

that politics is concerned with the relations of the members of the community

between themselves and the things of the world. Again, it is concerned with the

right and duties of citizens to each other and to state.

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The greater participation and interaction between politics and education in the life

of any nation is thus, what constitutes the major objective of community

development. Technology (no matter how modest) alone does not solve problems

nor does it even create friends. There is an increasing awakening that people are

more important than techniques. People should have some voice in and

understanding of what is being done. This is the basic of mutual benefit the world

over. Symbiotic relationship between politics and education as earlier posited,

comprises the people plotting their graph, the direction of their values, identifying

way of catching up with the graph so plotted and working meticulously towards the

realization of set goals and objectives. This implies that a mutual relationship

between politics and education requires that people themselves exert their own

efforts, joining with government to improve their economic, social and cultural

conditions. It is concerned with total community participation in decision-making.

In another dimension obanya (2002) perceived politics and education as interaction

in the fullest and best sense for stimulation of the desire for better things and urge

to attain such better things. To her, matual interaction of politics and education

strive to educate and motivate people to self-help with a view to developing

responsible local leadership among them, as well as inculcating in them a sense of

citizenship and a spirit of civic consciousness. Beside, to ensure alasting mutual

relationship between politics and education, new ideas, researches and approaches

must be injected into the education system. For example, Akintiye (2004) argues:

Most studies of educational change have been concerned primarily with the

adoption of specific education innovations. They have been conducted where

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research has largely focused on diffusion concept, namely, the spread or

permeation of an innovation from system to system or from school to school.

In recent times, it is generally accepted that the success or failure of any

educational system depends on the political system of the area concerned.

Education cannot be separated from politics because it is an aspect of political

needs of the society. Education is a vital instrument for national unity and

integration in Nigeria. That is one of the reasons why the federal government is

involved in education at primary, secondary and university levels in Nigeria. The

political system has influenced educational system over a long period even during

the period of socratges and plato. Rowley (1971) observed that ‘educational plans

are political in their nature and effect’. Adesina (1884) stated that ‘there is hardly

any problem marrying politics with education’. He further stated that in analysing

politics, the national aim of making education to wipe out hunger, illiteracy,

ignorance and diseases are on the whole less educational than political. Education

in Nigeria, like in any other country had not been fashioned in a vacuum but had

been regulated by the government policies and therefore by implication had been a

necessary function of politics.

1.2 STATEMENT OF THE PROBLEM

The government interest on education has some implications for planning and

administration of education. It is planned and administered in the contest of existing

governmental structure. The success or failure of any educational system depends

on the political system at a time. The political issue which, has influenced education

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in Nigeria is equal opportunity, and according to the 1979 constitution, equal

opportunity implies: the availability of places for students in the educational system,

the social institutional support for attendance and the economic ability of individuals

to pursue their education.

The political leadership is committed to ensuring that the fundamental right of all

Nigerians for equal opportunity is assured. That is the reason why the government

has mounted several programmes, to attain objective in education. The Universal

Primary Education (UPE) program is expected to ensure that every Nigerian child has

free access to education irrespective of historical, political, cultural or socio-economic

background. There is also plans especially with the recent introduction of Universal

Basic Education (UBE) in Nigeria to ensure fee-free junior secondary education in all

the states. Institutions for special education to take care of the handicapped and

disabled children and adults are being spread all over the country.

Also established in many parts of the country are adult and non-formal educations

for communities. All these are aimed at ensuring that even these adults who lost the

opportunity to go through formal school system when they were younger are availed

of the opportunity to education. This however aroused the interest of the researcher

to investigate the influence politics has on Nigeria education sector.

1.3 OBJECTIVE OF THE STUDY

The main objective of this study is to find out the influence of politics on Nigeria

education sector, however to arrive at a valid result, the specific objective of this

study is to:

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 1. investigate the influence of politics on availability of quality education in

Iseyin local government area of Oyo state

2. To discover the effects of politics on the implementation of education policy in

Iseyin local government area of Oyo state.

3. To find out the impact of politics on academic performance of Iseyin local

government students area of Oyo state

1.4 RESEARCH QUESTIONS

The following research questions will guide the researcher during the course of this

research:

1. Does politics has an influence on the availability of quality education through

(funding and efficiency of infrastructure and equipment) in Iseyin local

government area of Oyo state.

2. What are the effect of politics on the implementation of staff personnel

administration in Iseyin local government area of Oyo state?

3. Does politics has any impact on the academic performance of Iseyin local

government area of Oyo state students.

4. Does politics has an influence on school community relation in schools in

Iseyin local government area of Oyo state.

1.5 HYPOTHESES

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The following null hypotheses formulated for this study were tested at 0.05 level of

significance.

Ho1: There is no significant difference in the mean scores of principals, teachers

secondary school board and board of government of schools on the extend politics

has influence on the availability of quality education through (funding and efficiency

of infrastructure and equipment) in Iseyin local government area of Oyo state.

Ho2: There is no significant difference in the mean scores of principals, teachers

secondary school board and board of government of schools on the extend they

perceived the influence of politics on the implementation of staff personnel

administration of schools in in Iseyin local government area of Oyo state.

Ho3: There is no significant difference in the mean scores of principals, teacher’s

secondary school board and board of government of schools on the extent of the

impact of politics on the academic performance of Iseyin local government area of

Oyo state students.

Ho4: There is no significant difference in the mean scores of principals, teaches,

Secondary School Board and board of governors on the extent they perceived the

influence of politics on school community relation in schools in Iseyin local

government area of Oyo state.

1.6 SIGNIFICANCE OF THE STUDY

This study will expose government at difference levels, schools managements,

politicians, parents and other stakeholder involve the in formulating education policy

in Nigeria on the influence and effects of politics on Nigeria education sectors. Also

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this study will serve as a reference to other researcher who wish to continue this

research or embark on the same research.

1.7 SCOPE OF THE STUDY

This study covers the population of Oyo state in Nigeria but due to some challenges

faced by the researchers samples are taken from iseyin local government area of

Oyo state.

1.8 DELIMITATION OF THE STUDY

The major constraint the researchers encountered in this study is limited time and

insufficient fund to visit some places.

1.9 DEFINITION OF TERMS

Politics: the activities associated with the government of a country or area,

especially the debate between parties having power. It also the governing and

administering of people. According to Horold lasswell, politics is define as who get

what, when and how.

Influence: ability to have an effects on someone by something. It also a power to

affect persons or event especially power based on prestige etc.

Education: the process of receiving or giving systematic instruction, especially at a

school or university. It is the transmission of the values and accumulated knowledge

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of a society. Education is a weapon for acquiring skills, relevant knowledge and

habits for the survival of the changing world.

CHAPTER TWO

REVIEW OF LITERATURE

2.0 INTRODUCTION

This chapter focuses on the review of related literature. A literature review includes

the current knowledge as well as theoretical and methodological contributions to a

particular topic. It documents the state of the art with respect to the topic you are

writing. It surveys the literature in the topic selected. In this research work the

literature review includes the Conceptual Framework; Concept of Management,

Implications of the Importance of Education in Nigeria, Concept of Politics, Rationale

of Politics in Education, Influence of Politics on Education in Nigeria, Politics and

School Management, Problem Associated with Politics on secondary School

Administration in Nigeria, Theoretical Framework, The Human Relation Theory, The

Social System Theory, The Behavioural Theory, Empirical Studies and Summary of

Literature Review

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2.1 IMPLICATIONS OF THE IMPORTANCE OF EDUCATION IN NIGERIA

Government greater involvement in the control and management of education may

be anchored on the importance of education to the citizen and the country at large

(Okeke, 2000). The management, control and governance of education are

anchored on the principles that “he who controls the education of the nation also

controls the destiny of the people”. He who pays the piper dictates the tune”. The

central role of education in economic, social, political and central development of

the people calls for greater government involvement in the control and

management of education.

The author further explained that increased economic and political power of the

local, state and federal government precipitated greater governmental interest in

education and its importance to the country. Education is intertwined with

economic and political forces and there is the understanding that political process

is the link between societal concern and the governmental action. Politics

therefore, permeates the organizational activities as well as the educational, social

and economic attitudes. In the opinion of Ogbonnaya (2000), educational

programmes should be geared towards equipping individuals for gainful living in

society. Educational institution should teach specific skills to equip individuals for

work. Those in the faculty of Education or Colleges of Education throughout the

country should prepare professional teachers to teach contents of the subject

matter area as well as the methods and strategies for effective teaching. Those in

the faculties of engineering should be taught the art, science technology and

practice of engineering. Those in medicine should be taught the anatomy,

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physiology and the entire workings of the human body. The author further said

that our educational programmes must incorporate or continue to emphasize moral

and religious instruction. This issue is particularly necessary at this time of

indiscipline, bribery and corruption, bulling, smoking, drug addiction and, moral

decadence in society. The author explains that it is necessary that education should

alter the ways of thinking and attitude towards one another. It is equally important

that any educational policy should follow due process” and should be made to

provide the impetus for change in the direction of progress, justice and freedom. It

should make a nice provision for change or innovation in society. It is a right time

to structured education to meet the needs and aspirations of the people. According

to Taiwo (1985), Education in Nigeria should inculcate and encourage patriotism

and commitment in all courses that are in the national interest. All institutions

should aim at developing the intellectual and productive level of society. This is

because the ultimate objective of any society is to optimize human happiness.

Secondary schools and other institutions should contribute towards the economic

development of the country by producing the necessary and desired quality and

quantity of manpower in areas of life. Also, the curriculum and contents of

education should continue to be restructured to reflect the society’s ingredient of

culture, art, music, behaviour patterns, attitudes values, beliefs, food, habits and

building styles. Finally, education in Nigeria should inculcate national consciousness

and national unity. It should develop political awareness in individuals with special

reference to-the right to vote and be voted for the responsibilities and limitations of

government. In summary the importance of education in Nigeria and particularly

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secondary education, lies in its ability to train individuals for gainful employment

and for further training in higher education.

2.2 CONCEPT OF POLITICS

Education is a battle for the National development in Nigeria. The relationships

between education, development and politics are complex and the dividing lines

less sharp when closely examined (Okeke, 1989). Essentially, the decisions about

education management are strongly tied up with wealth and power. Okeke further

said that a proper understanding of the policy trends in respect of the provisions

and management of education, to illuminate the political and economic issues of

the country at any given period. There is no gain-saying the fact that generally,

education has tremendous political and economic significance in Nigeria as well as

several interests which are focused on it. Nevertheless, the country’s educational

problems are more political than legal. In Nigeria, the problem of the national

education system provides abundant material for national conflict. Education was

planted and was continuously watered with politics (Okeke, 1983). Management of

education is not an exception. The national aims of, and positive attempts at

massive democratization of secondary education in Oyo state (Nigeria) readily

illustrated the fact that secondary education had remained a necessary function of

politics (Awogemi, 1984). The author, said further that the politics of secondary

education, the national aims of making secondary education available for every

child, the idea of using secondary education to wipe out hunger, illiteracy,

ignorance and disease are on the whole less education than political. Secondary

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education had been a necessary function of politics. The methods that are to be

adopted and the likely solutions to problems that may arise from government

attempts to regulate the aspirations of the peoples are related to politics which in

turn determines the typeof secondary education. From this point, Aristotle viewed

man primarily as “a political animal” and maintained that economic and social

relations of man are coordinated by politics. On this premise, politics was broadly

defined as a “comprehensive study of man in his moral and social relations. In

another aspect, politics connotes making decision by public means, the activity by

which issues are settled, an activity that is geared towards ensuring the welfare of

the people, an activity that touches the life and determines the future of all aspects

dealing with the community. Politics in part involves action and cooperation with

others for common ends. Politics presupposes competition among interests,

opinions and priorities. Okeke (2007), insists that it is a method of rule that

requires settled orderly, conciliation, tolerance, compromise, and diversity. It is a

matter of facts and values, self-interest and loyalties to others, concern and

competence. Again, politics is concerned with the rights and duties of citizens in

the state, with the rights and duties of individual states towards other states in the

great family of the nations, with commerce, industry, social institution, public

morality and social order in general.

Politics is all embracing. Egoh and Ekong (1999) viewed politics as a social issue.

Social issue can also become a political problem. For instance, marriage as a social

issue can become political decision or problem when it goes on to a table for

discussion and it is politically settled through political discussion. In developing

nations, skilled manpower is a crucial factor for the possibility of politics. The

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demands on educational resources for scientists, academicians, medical doctor,

teachers, engineers, pharmacists, technologists and technicians make politics very

important in efficacy of power (Crick, 1982). Politics is unavoidable phenomenon in

every society.

2.3 RATIONALE FOR POLITICS IN EDUCATION

In most developing nations like Nigeria, the success or failure of any political party

depends partly on its policy on education (Joel, 1991). This is so because education

is closely related to politics. Education is also universally accepted as a necessary

factor for creating political consensus, maintaining power and socializing individuals

for political systems. It is commonly believed that education is the fairest factor in

selecting a leader because most people believe that education selects fairly and

those it selects could lead the society well. Education is also seen as a means of

instituting a common political creed in all citizens. No wonder why people see the

educational manifesto of each political party as a tester of what that party could

do. For Nigerian politicians, these facts are well known and that is why they make

education the center of their political campaign for political positions. Most of the

political parties which came into power have failed the nation as they did not live

up to their promises of improving the quality of education. Most times, they allow

the education system to be messed up with long strike, half-baked graduates, and

under-staffing, (Nigerian Statesman, May 25, 1983). Because of this, the secondary

schools are usually ill-equipped and they suffer because of lack of planning, poor

finance and management and lack of commitment on the part of the teachers,

principals and even those in the board. The classrooms are not enough and there

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are neither laboratories libraries. This is an indication of the decay in secondary

schools (Ezeocha, 1985).

2.4 INFLUENCE OF POLITICS ON EDUCATION IN NIGERIA

An education system is a complex organization of interactions between

interdependent bodies, groups and individuals, and all aimed at the achievement of

educational goals. The bodies, groups’ and individuals are usually the government,

religious groups, voluntary bodies, teachers associations, the parents, the

governing boards, the broad members and the public. The educational

functionaries are interdependent and a person may often belong to two or more

functionaries, which adds to the complexity of the interactions. A teacher may be a

parent and a member of political party and of the government (Taiwo, 1980). The

public includes employers, some of whom might be parents. The interactions are

aimed at achieving educational goals, about which there is usually no complete

agreement because of politics.

One nation sees education as a privilege of the growing generation and another

sees it as a duty to the children in preparing them for service to the nations. These

views are bound to influence the interactions and the activities concerned with the

achievement of national educational goals. Nigeria is a highly politicized society

amidst the diversity of ethnic linguistic, geographical and religious interest and all

these affect the educational system in Iseyin local government area of Oyo state,

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Nigeria .The political process in the educational policy formulation and

implementations, the link between societal concerns and government actions, laws

and polices permeate and affect the management functions of secondary schools.

(Okeke, 1989). Conflicts arise out of frequent changes in government, political

instability and inconsistency in the overall national development and

implementation of educational policy.

Education is seen by many as an opportunity to control and direct the thought and

destiny of the people within the community. The political, economic and cultural

significance of secondary education explain the reasons for the continuing

competition for power, influence and authority in the educational enterprise

between the educationalists, administrators, economists, politicians parents, the

civil servants the businessman ,the churches and religious organizations, the

educational interest groups, political parties and other organizations and the

governments (Okeke,1986).Thus ,Okeke further explains that education has

become an arena for struggle among actors pursuing conflicting desires on public

issue. The system witnessed augment roles of the federal and state government as

well as public and private agencies. There were thrust towards increased national

influence, on the one hand, and the resultant counter thrust of the resurgence of

state and local influence on the other hand, through a great measure of autonomy

prevailing at the local level.

The establishment and activities of education commissions, no doubt, enabled one

to sense the aspirations, thrust and frustrations at the state level. Those who

control the vital resources of power invariably control public policy. Professional

bureaucracy, boards of education and the teacher’s organization are known to hold

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tightly to power. The legislature and inter-government relationships also influence

secondary schools. In developing nations of the world, educational systems are

based essentially on the check and balances of power and on the processes of

consultation and negotiation. The phenomenon has tremendous political influence

and several types of interests are therefore focused on it. According to Taiwo

(1981) the governance of secondary education has become inextricably connected

with the politics of the state and the federal governments. The problems of the

federal education system provide abundant materials for political conflicts. For

example, the ownership and control of schools, siting of secondary institutions,

funding, certifications evaluation, students admission, staff appointment and

promotions are seen through political lenses. Politics controls the school system.

Politics is unavoidable in institution setting. As Olutola in Okeke (2007) rightly

remarked, ‘you can take education out of politics but you cannot take politics out of

education.’ Politics is a game played by all stake-holders for the continued growth,

development, change and innovation in education. It is expected to contribute the

greatest efficiencies and reality. Each player in the game has personal interest and

play with different styles. From the birth of secondary education in Nigeria till date,

the people and government had vested special interest on all the levels of

education. The desire for salaried jobs, the realization in Nigeria that secondary

education is useful to both the individual and the society, the guest for acquisition

of Whiteman’s tracts, and preparation for higher education, swelled the demand for

secondary school education. Secondary schools in Nigeria originated from the

coming of the missionaries. Just as Christian Religion was brought from Europe so

is the Western type of education. The church was the first formal type of

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education. Secondary education in Nigeria came into existence after 1925. It was in

1926 that the first Education code classified the education system as follows:

Infant: Classes 1–2, Primary: Standards 1–6, Secondary: Forms 1–4. In 1930, the

first director of education recognized the above system for sometime and changed

it. The system of secondary education comprised standard 4 and 5 (Ezeocha,

1990). In character, Nigerian secondary school had their roots in American and

British system of education but the British European system and tradition was very

dominant. The philosophy of secondary education in Nigeria should depend on the

philosophy, norms and values of society. In every society there must be philosophy

and everything in the society must conform to the philosophy of the society

(Ezeocha, 1990).

Secondary education occupies a very strategic position in a nation’s education

system. It is the education children receive after primary education and before the

tertiary stage; National Policy on Education (FRN, 2004). This level of education is

for children of the age range of 12 to 18 years. The duration of the academic

programme is 6 years, which is split into two tiers of (a) 3–years of junior

secondary school (JSS) and (b) 3–years of senior secondary school (SSS). The JSS

emphasizes both academic and vocational (technical) curriculum while the SSS is

oriented towards academic curriculum. Because the curriculum of the secondary

schools caters for various needs, it is usually regarded as comprehensive (Ogunu,

2000). Secondary education is seen as a right and responsibility to be guaranteed

to all generations (Fafunwa, 1974); Farrant, 1985; Igwebuike and Ekwejunior-

Etchie, 1993; O’Connell, 1994 and Anyanwu, 1999) However, in Nigeria, element of

uncertainty have beclouded the sector in nominal and real terms. FRN (2000: 52)

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reported that schools at all levels especially secondary schools lacked teachers and

basic infrastructure. The schools suffer from over-crowding, poor sanitation, poor

management and poor infrastructural allocation. Other features of schools are

abandoned capital projects, inadequate funding, and poor condition of service and

lapidated buildings. These, most time, led to closure of secondary schools and

strikes. The attendant and composite effects are poor quality of teaching and poor

quality of products which affect the roles of secondary education in the state.

Secondary education prepares an individual for useful living within society and also

prepares the individual for higher education. Another role of secondary school is

that it provides an increasing number of primary school pupils with the opportunity

for education of a higher quality, irrespective of sex, social, religious and ethnic

background. Secondary school diversifies its curriculum to cater for the differences

in talents, opportunities and roles possessed by or open to students. Secondary

schools equip students to live effectively in the modern age of science and

technology. Furthermore, secondary education develops and projects Nigerian

culture, art, and languages as well as the world’s cultural heritage. In addition,

secondary school raise a generation of people who can think for themselves,

respect the views, feelings of others, respect the dignity of labour, appreciate those

values specified under our broad national aims, and live as good citizens. Finally,

secondary education inspires its students with a desire for achievement, self-

improvement both at school and in later life.

However, secondary education is influenced by the government through the roles

they play. Governments influence secondary school through policies and through

the provision of national philosophy on education. Politics influence secondary

28 | P a g e
education through the provision of fund, allocation of resources, seeing that the

states do not deviate from the National policy on Education through the

inspectorate division of ministry of education, building and equipping libraries and,

laboratories. In addition, the national policy on education was launched in 1977 by

the federal government of Nigeria and the orientation of the policy is geared

towards self-realization, individual national efficiency and national unity aimed at

achieving social, cultural, economic, political, scientific and technological

development. These directly or indirectly affect secondary education management

in the country. In 1985, the objectives of the policy were broadened to include free

primary education in the state. As noted by Fafunwa (1974); Farrant, (1985);

Igwebuike and Ekwejunior-Etchie, (1993), O’Connell, (1994) and Anyanwu, (1999).

This policy is reviewed from time to time and all these reviews affect the

management of education in Iseyin local government area of Oyo state. This is

because; education and politics are inter-related in any level of the federation. The

federal government always includes education as the most important matter in

their agenda. Various branches of government take very keen interest in providing

huge amount of money for the educational sectors. At the national, state and local

government levels, there are departments of education to cater for educational

needs of these various tiers of government. In recent times, it is generally

accepted that the success or failure of any educational system depends on the

political system of the area concerned. By implication, education cannot possibly be

separated from politics, because it is an aspect of political needs of the society.

Politics influences the life of all the people regardless of whether or not one

participates in the political process (Aristotle 337BC). Aristotle stated that man is a

29 | P a g e
“Loopolikon”, that is a ‘political being’ and politics is therefore, a necessary result of

man relationship with each other. Because politics is everywhere, and is influencing

the affairs of human beings, Aristotle (337BC) regarded it as the master science.

The author emphasized that political dimension of human existence is the most

important dimension in that politics affects the conditions of other circumstances.

Politics, according to Aristotle (337BC) legislates as to what should be done and

what should be avoided. It should, however, be noted that education in Nigeria,

just like in any other country had not functioned in a vacuum, but had always been

regulated by the government policies and, by implication, it is a necessary function

of politics. No matter the system of education a country adopts, the likely solutions

to problems that arise from governmental attempts to regulate the aspirations of

the citizens are related to politics because politics determines the type of education

that is to be adopted. So, while one can take education out of politics, politics can

hardly be taken out of education.

2.5 POLITICS AND SCHOOL MANAGEMENT

The concept of politics has been well articulated by educators and social scientist

on the subject. Both agreed that politics is not restricted to political parties but is

also there in the Nigeria markets, banks, the ministries, educational institutions,

military establishments, churches, sports, business, commercial and industrial

factors of our economy (Ogbonnaya, 2009). This is because educational planning in

the final analysis is a political process of give and take hence it is a central policy

issue. The objective of education; the control, production process variables,

financial and accreditation systems are tied inescapably to politics. Any government

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in power pounces on education promising support and control. It is used as a vote

catching weapon with unrealistic promise (Ogbonnaay, 2009) because education is

a public good, government of all ages in Nigeria see it as a gift to the people rather

than an outgrowth from their needs and values.

Education sector depends on some authorities for its supply, and maintenance by

way of fiscal support. It “cannot” generate enough funds for itself. Because of

politics, school management, educational policies and practices are different in

many states of Nigeria. The management is highly interfered by the government

without genuine commitment. These affect school management. The technocracy

of school management only operates within the political ideology frame work of the

government in power without any regard to the socio-economic realities of the day.

There is politics of education and politics in school management. Government

interference quota system, admission in unity schools, in the appointment of

principals, promotion, giving of grant to run the school, welfare of the principals, in

providing funds equipment and even government interference in school community

relation. All these affect the educational system and the smooth running of the

schools.

2.6 PROBLEMS ASSOCIATED WITH POLITICS ON EDUCATIONAL

ADMINISTRATION IN NIGERIA

In most developing nations, the success or failure of any political party depends

partly on its policy on education. This is because education is closely related to

politics. For instance, Vladimir Renin of Russia in proposing the elimination of

ownership of private property and domination of religion in Russia first proposed a

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sweeping change in public education system as an essential factor for success

(Adesina, 1984). The author further stated that the people have to be convinced

through education, to give up their property and religion – the two things that are

closest to their hearts. Renin did this because of people’s confidence in education

and its effectiveness (Eboh, 1993).The public request for education could be

likened to Kant’s belief that education elevates man out of disorderly life of egoistic

desire into that of humanity. Secondly, education moulds the future citizen,

maintains political and economic stability, shapes political systems and social goals

which reform the society and provide social stability.

Furthermore, Joel (1991) said also that it gives rise to social development and

helps to sort and select talents for the labour market, develops human capital and

plans economic development which eliminates poverty. Its political goals are

always in the mind of the people as it educates the citizen and helps in selecting

future political leaders.

Education is also seen as a means of instituting a common political creed in all

citizens and that is why the educational manifest of each political party affects the

educational system of their time. For Nigerian politicians, these facts are well

known and they make education the centre of their political campaigns for political

position and this is a problem to educational industries. Most of the political parties

which came into power have failed the nation as they did not live up to their

promises of improving the quality and standard of education in the country. Some

after obtaining the people’s mandate messed up education and created problems

to educational industries.

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2.6.1. The Problem of Financing Educational sectors:

The greatest problem facing education in Nigeria is inadequate funding of the

institution. With the proliferation of secondary schools in the whole of Nigeria, the

government of each of the states has come face to face with the difficulties of

meeting even the barest needs of this secondary school. There is lack of funds to

pay the teachers’ salaries, supply equipment, library facilities which aid learning. In

Imo State for example, teachers are not paid because the government find it

difficult to raise enough funds to pay the teachers. This is peculiar to Iseyin local

government area of Oyo state. If the secondary sections are to educate our youths

effectively the secondary section must be adequately funded to provide all that are

contributory to effective learning.

2.6.2. Shortage of Teaching Staff:

The shortage of qualified, certificated teachers is a big problem facing our

secondary schools. With the proliferation of secondary schools, it is becoming

increasingly difficult to staff the college with qualified teaching staff that can impact

knowledge to the students.

2.6.3. Problem of Adaptation:

The present goals of Nigerian secondary schools are similar to the goals of

secondary education in colonial times. In fact, except for a few minor

modifications, the structure, content and teaching methods of secondary schools in

Nigeria follow closely those of Britain, our cultural, political and economic

differences notwithstanding. The product of our secondary schools education is not

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suitable for any specific job. All that the secondary education has done is to train

the head with the hands and the legs. It is hard to come by a secondary school

leaver who can proudly make a single sentence without error, or return to the land

to farm as a hobby. They would not like to soil their hands while their mates are

employed in offices as clerks and typist. Base on this, agriculture should be made

compulsory in our secondary education, since our country Nigeria is predominantly

an agricultural country.

2.6.4. Examination Malpractice:

The notorious examination malpractice in the West African School Certificate

examination christened “Expo” was born into Nigerians in 1970 during WASC

examination which was the first examination candidates from the war-torn East

central state participated in after the 35 months Nigeria Biafra War. This persistent

problem has made nonsense of the secondary school systems in Nigeria. The major

cause of this examination malpractice originated from the fact that Nigerian

attaches too much importance to paper qualification. The students are constantly

reminded by the society, parents and his peers that the only way one could make

life in the society is by a good academic performance. Because of this misplaced

position of education, candidates at times with the financial support of their

parents buy examination question and register in miracle centers. Majority of the

certificates obtained by candidates these days are not merited by their holders.

School principals decried cheating at examination by saying cheating at

examinations not only makes nonsense of the joy of real hard work of some

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students, but it is bound to create a new generation of loafers who would love to

get to the top but not through honest, real and hard work .

2.6.5. School Community Relations:

Until recently, most schools in Africa tended to isolate themselves from the

community with the result that schools and communities went along separate

courses of development with rarely any point of contact apart from the pupils

(Ogunu, 2000). The author explains that, community refers to a small, localized,

political, economic and social unit whose members share values in common. Thus

hamlets, villages, town, cities are often considered communities. The school and

the community are two institution of man which is inseparable (Ezeocha, 1990).

The author further explained that school community relations could be considered

as two way interpretive processes between society and its instrument, the

institution. It involves far more than “publicity” or “interpretation”. It means

genuine co-operation in planning and working for good schools, with the public

giving as well as receiving ideas. It becomes a two-way process, a two-way flow of

ideas between school and community which provides the basis for mutual

understanding and effective team work. The two brother societies and institutions

are therefore, crucial in man’s struggle for survival in his complex and ever-

changing society. It is a common saying that “education make a man”. Education

goes beyond that. It also makes the community because the worth of a nation

depends on the quality of its educational system and how their education sectors

are controlled by the existing government (Ezeocha, 1982). The author further

stated that, the process of making man and the community lies in what goes in the

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school. However, the main purpose of the school is to educate the individual so

that he can be a useful and adjusted member of society. A child is the bridge

between the school and community because he belongs to both. It is the school

that gives the children of the community formal education. The school is an agent

that sort and select for the community. For instance, Obegbulem in Mgbodile

(2004) makes it clear that school community relations are the degree of

understanding and goodwill achieved between the school and the community.

Therefore, no school can operate in a vacuum without the society or the

community it serves. Whatever the size of an institution, it is in a sense a small

community headed by an administrator who is either a principal or headmaster,

consisting of the staff and students/pupils. The school as a small community has a

life of its own, with its members carrying out various activities which the head

coordinates and administers. All the members of the school community are affected

by what happens in the larger community and the school cannot be isolated from

the influence of the community.

2.6.6. Physical Facilities and Equipment’s:

Secondary education needs physical facilities and equipment to make learning easy

for the teachers and the students. Physical facilities are the material resources that

facilitate effective teaching and learning in the school. According to Okeke (1988)

the physical appearance and general condition of school facilities are the striking

bases upon which many parents and friends of any educational institutions make

their initial judgment about the quality of what goes on in the school. Castaldi

(1977) defines them as those things of education which enable a skillful teacher to

achieve a level of instructional effectiveness that far exceeds what is possible when

36 | P a g e
they are not provided. Furthermore, Mgbodile (1986) describes the physical

facilities as the space interpretation of the school curriculum. The programmes of

the school are expressed through the school site, the buildings, play grounds, the

arrangement and design of the buildings. In other words, the school facilities

should suit the scope of the curriculum and methods of instruction.

2.6.7. Staff Personnel Administration:

Education is the process of transmitting what is worth-while in economics, politics,

religion, culture, aesthetics, morals and norms of the local community, among

other things, to children and adults (Ezeocha, 1990). One of the agents of such

transmission is the teacher. Whatever the merit of the school curriculum, the

degree of success that is achieved from a school programme depends upon the

quality of the teaching which goes on in the school. Staff-personnel administration

has been defined as manpower or human resources management in an

organization. It refers to manpower activities of any organization which embrace

recruitment of staff, staff maintenance, training, development, compensations,

personnel policies and evaluation of staff for educational activities. Personnel

management is that specialized activity of the organization which caters for the

employment, development and utilization of the organization’s human resources

(Ogunu, 2000). It is that function of all enterprises which provides for effective

utilization of human resources to achieve both the objectives of the enterprise and

the satisfaction and development of the employees. In the school situation, staff

personnel administration forms an important responsibility of the school

37 | P a g e
administration in achieving the goal of the schools in particular and of education in

general. Staff in the primary or secondary schools includes not only the teachers

but also the non-teaching staff, clerk’s, watchmen, labourers, cooks, laboratory

attendants. Teaching and non-teaching staff are the most important weapons in

the hands of the administrator in achieving educational objectives. They should be

handled with care for they possess the capability to make the school and its

programmes successful (Oboegbulem, in Mgbodile 2004).

The implication of these personnel administration /staff working for an institution

or an organization is their contributing to achieve the organizational goals. They

must be employed, sent to in-serve training, evaluated and compensated for the

purpose of contributing meaningfully to the institution/organization in order to

achieve their goals or objective. In this situation, politics could be a conflicting

factor, simple because in employing staff for instance, many pressure groups are

involved. In these situation people that have God-fathers behind them will be

taken. Similar things happen when there is limited vacancy for in-service training of

staff of the secondary schools teachers.

Human resources development and utilization is related to the quality of personnel

required to perform the various tasks necessary for the achievement of

organizational goals. Personnel Function generally in any Organization Aim at three

Major Areas, Determining the personnel needs of the school; (tutorial and non-

tutorial), Satisfying personnel needs, and Maintaining and improving services of the

staff.

2.6.8. Satisfying Personnel Needs:

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After determining what the needs of the schools are, it is the responsibility of the

school administrators to try to satisfy them. They satisfy these needs by providing

them to the various schools that are in need of them. In the area of procuring

competent teaching staff, the school authorizes select and recruits them from

colleges of education, University faculty of education and from teaching field itself

(Odor, 1995). In the area of accommodation, equipment and supplies, the school

administration satisfy them with assistance from some agencies like Parent

Teachers Association, Social club and some philanthropic individuals (Mgbodile,

1986). Staff recruitment and selection in the school system are usually the

responsibility of the school management board. The recruitment exercise is

designed in such a way that qualified teachers are recruited to contribute to the

attainment of the institutional goals. In our educational system however, the

principals and headmasters of schools do not usually take part in the recruitment

and selection of teachers. The staff is usually posted to the schools without the

involvement of the principals or headmasters, although they are required to send

to the school board the staff needs of the school (Oboegbulem, 1999). However,

new teachers are given some orientation on the job before they are assigned

specific jobs to do at specific times under the supervision of some experienced

teachers or sectional heads.

THEORETICAL FRAMEWORK

2.7 THE BEHAVIOURAL SCIENCE THEORY

Behavioural science theory attempts to examine the synthesis of the scientific

management and human relations theories. The behavioural science movement

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started from the social science in the early 1940s with the assumption that the best

approach to facilitate work and productivity in an organization is through an

understanding of the worker, his job content and the work environment. It was no

longer desirable to concentrate on the work alone, as in the classical management

era, or on the worker as in the human relations movement. An integration of the

two is considered more helpful in the realization of organizational and personnel

goals.

Human beings are critical to the functioning of the vast majority of operating

system, influencing both the way these systems work and how they perform

(Francesca, 2007). Yet most formal analytic models of operations assume that the

people who participate in operating system are fully rationale or can at least be

induced to be rationally. Many other disciplines, including economics, finance, and

marketing have successfully incorporated departures from this rationality

assumption into their models and theories. Operating management system should

be adopted in incorporating behavioural and cognitive factors into models of

operations in school to achieve the goals or aims of education. This theory is

related to the present study in the sense that it will help the principals, teachers,

members of the board of governors to co-operate with one another, have the

feeling of each other in order to achieve the goals of education and improve the

welfare of their subordinates so that the social life will improve.

2.8 THE SOCIAL SYSTEM THEORY

A social system theory is a collection of interrelated parts which form some whole.

Organizations are viewed as a social system and the systems framework is used in

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the analysis of the organization based on beliefs about systems. A system is

characterized by integrations, interaction, interdependence of elements,

organization, purposefulness, interrelations, identifiable boundaries, identifiable

attributes of parts and relationships among them. A system is a dynamic living

entity characterized by openness with permeable boundaries. Thus, a definition of

organizations stemming from the system conceptualization sees organizations as

open systems acting on and reacting to their external environment (Ejiogu, 1990).

Educational institutions are social systems and like all such systems there are

inputs, processing, and outputs system, because of these properties of a social

system, the link between inputs and outputs is not so directly deterministic. As a

result, three possible outcomes of the operations of such a system have been

suggested. There can be no “one best way” to achieve a given organization goals

because alternative ways exist. The realization of desired goals is not determined

by initial inputs. Organizations may start off with different input levels and still

achieve the same goals, and organizations with the same input level may end up

with different output levels. In organizations, the vital glue linking inputs to outputs

through the transformation processes is management. A social system is a system

of interdependent parts that works together to achieved a goal.

EDUCATIONAL

SYSTEM

TARTIARY

SUB-SYSTEM

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 PRIMARY SECONDARY

SUB-SYSTEM SUB-SYSTEM

Figure 2.1: A conceptual model of the educational system and its major sub-

system.

A meaningful conceptualization of the school organization must, therefore, pull

together what is known of the organization, with, the formal arrangement of

functions and authority structure the individual personality structure and the formal

group organization. These are subsystems of the organization that have been

treated as discreet segments by the scientific and human relations theories. This

makes the job of administration more complex. The management of human and

material resources calls for special leadership talent executed in decision and

communication skills; Getzel and Guba Mon (1998) portrayed two dimensions of

the school as a social system comprising a Normative (Nomothetic) dimension on

the one hand and a personal (idiographic) dimension on the other.

The Nomothetic dimension stands for the institutional structure of roles and

expectation as stipulated in the rules and regulations. The idiographic dimension

represents the individual, his personality variables in the organization. For the

organization to achieve its goals these two must interact in a manner mutually

42 | P a g e
beneficial to both and it is the job of the administration to bring this about through

proper leadership. The major contribution of the social systems perspective of the

school organizations is that it provides a systematic scheme for understanding

complex organization such as schools.

This theory is relevant to this study in the sense, that it will help the principals,

member of the board of governors and even the teachers to work as a team in

controlling and managing the human and material resource available to the school

so that the goals of education can be accomplished. The social system theory will

help the administrators to understand the complex interrelationships of the modern

organization compounded in our case by the variable of under development. It will

also help member of the Board of Governors, and the Government that dictates

what is happening in the school system to know the relationship between the

primary, secondary and tertiary institution and help them to plan along to achieve

the aims of education for better development of the economy.

2.9 REVIEW OF EMPIRICAL STUDIES

This section focuses on empirical studies on the impact of political influence on

education and leadership styles of administrators in primary and secondary schools

in the states. It is important to note that because of political considerations; almost

all the schools in Iseyin local government area of Oyo state operates multiunit

system. Most of these units work together without attracting additional budgetary

provision from the government. And the implication of this has to do with

inadequate infrastructures, shortage of staff, unskilled manpower and lack of fund.

43 | P a g e
However, all these notwithstanding, are clear problems for review of literature in

politics and education.

Ugwu, (2000) conducted a study on community involvement practices for

facilitating secondary school administration in Enugu State. The design of the study

was descriptive survey. The researcher used five research questions and two null

hypotheses. Questionnaire is the major instrument used and a sample of 60

principals and 240 Parent Teacher Association (PTA) members were used for the

study. T-test and mean scores were used for the analysis. The findings indicate

that there is need for appropriate community involvement practices in curriculum

and instructional development, annual workshops involving representatives from

the community to cooperatively draw recommendations on curriculum

implementation. Community involvement practices in pupil personnel

administration include active Parent Teacher Association (PTA) involvement in

maintenance of discipline and community involvement in assigning extracurricular

activities of students.

This study is related to the present study in the areas that communities involved in

the funding of secondary schools leading to school-community relation. Since the

management and control of education is under the government the communities

build schools handed it over to government to control. While the present study

shows the impact of community in providing funds to schools in order to achieve

the stated goals of education.

Ngoka (1986) conducted a research on the organization and administration of

technology training programme in Nigerian Universities. Questionnaire is the major

instrument used and 232 respondents were used as the sample. The instrument

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used for data analysis is spearman’s rank order correlation co-efficient and t-test.

The findings revealed that professors, Deans and head of department were not

much satisfied on their jobs than others. Job satisfaction is greater for female than

for male lecturers. The academic staff was not satisfied with their working

conditions and academic growth.

This study is related to the present study because when government interference is

negative it affects the progress of the school, just like when the organization and

administration is unfavorable the workers will not be happy, therefore making the

environment unconducive for learning. The study is related to the present study in

the sense that good working condition is required in an organization in order to

achieve the organizational goals

Eneasator, (1993) carried out a study on academic staff job satisfaction and

organizational climate of the colleges of education in Nigeria. The study

investigated the satisfaction levels associated with various job variables and the

pattern of the relationship between academic staff job satisfaction and the college

organizational climate. The researcher used 6 research question and 6 null

hypotheses. The research used descriptive survey design and questionnaire was

the major instrument. In the analysis of data, the researcher used mean scores,

percentage distribution, and t-test of significance, multiple analyses of variance

(ANOVA) and the Pearson product moment correlation co-efficient. The findings of

the study revealed that state controlled colleges of education tend to have a more

positive influence on staff satisfaction than the federal controlled colleges.

Academic staff who is not married experience higher satisfaction levels with their

job then the married, divorced and widowed counterparts. Also academic staff

45 | P a g e
members demonstrate higher satisfaction levels with democratic and transactional

styles than with autocratic and Laissez fair styles.

This study is related to the present study in the sense that it reveals how

government interference affects the job satisfaction of staff in relation to their

working conditions and how the will achieved their individual goals.

Omeje (2000) carried out a research on improvement strategies for staff personnel

services in Enugu State post primary schools management board. The study is to

investigate the improvement strategy for personnel services in Enugu State post

primary school management board. The researcher used 5 research questions and

five null hypotheses. Descriptive survey design is used and a sample of 456 is used

for the study. Questionnaire is the major instrument used. Mean and t-test was

used to answer the research question and null hypotheses. The findings include:

improved strategies for ensuring the recruitment of qualified staff, including

advertising teaching vacancies, basing appointment strictly on academic

qualification, good health and subjecting the candidates for appointment to oral

and written test in English and in the area of specialization of each candidate. The

result of the study also revealed that no significant difference exist between the

opinions of the senior administrative staff and the principals of schools on the

recruitment of qualified staff, staff welfare, staff appraisal, staff development

/inservice training and discipline of staff. Management board should establish

standardized procedures for the recruitment of staff. The board should also

regularly organize seminars and workshops for its staff to improve their skills and

competencies.

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This study is related to the present study in the sense that the result got will be

used to improve the selection of staff personnel services in any organization in

order to make sure that goal and objectives are achieved. The study dealt with

only one aspect of school management other major areas of the present study was

not captured and so lapses existed.

Tabotrdip, (2000) conducted a research to determine the influence of the state

primary Education board on primary school management. The study used survey

research design. Proportionate stratified random samplings were used to draw a

sample size of 607 primary school heads. Mean and standard deviation were used

to answer the four research questions and t-test was used to answer the four null

hypotheses. The findings agreed that the state primary education board influenced

the funding of primary schools and teachers welfare in Imo State school system.

The finding also shows that the provision of physical facilities and equipment in the

school were affected because of inadequate fund.

This study is related to the present study in the sense that, the state primary

school board influences the management of primary schools which shows that

government interference affects the educational system like-wise it’s funding.

2.10 SUMMARY OF LITERATURE REVIEW

The literature review for this study focused on four main headings: The conceptual

and theoretical frameworks with many sub headings, the empirical studies, and

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then the summary. Under the conceptual frameworks the major concepts about the

variables on the research topic were reviewed. These include the implications of

the important of education in Nigeria, concept of politics, rational of politics in

education, influence of politics on education in Nigeria, politics and school

management and problems associated with politics in educational administration in

Nigeria. Then the theoretical framework is sub-divided into behavioural theory and

social learning theory. Their contributions were discussed with the relevant link

with the research topic. Human relation centers on human factors that are

important in the achievement of organizational goals. Social system theory is based

on interrelationship of individuals working in an organization while behavioural

theory is centered on the understanding of the workers, their job and the

environment to achieve the aims of the organization. From these theories, some

information about recognitions, motivation, rewards, rest and play, increasing

freedom and responsibility as important ingredients in organizational setting to

achieve their aims were given.

A review of relevant literatures on influence of politics on primary schools’ and

leadership in schools management were also given. The literature shows that no

known study on impact of political influence on education has been carried out in

Iseyin local government area of Oyo state. Most of the previous studies focused on

teachers and principals alone. Members of the schools board of governors, and

members of the state education board were not covered in their studies. Moreover,

most of these studies on politics and management were carried out in one state

and none has been carried out in Iseyin local government area of Oyo state. There

is therefore, the need for the study to cover more areas for more reliable results.

48 | P a g e
This study is aimed at filling the above gaps in our knowledge of impact of political

influence on education.

CHAPTER THREE

3.1 RESEARCH METHOD

This chapter presents the general method and procedures the researcher adopted

in this study. It discussed the research design, area of the study, population of the

study, sample and sampling techniques, instrument for data collection, validation of

the instrument, reliability of the instrument, methods of data collection and data

analysis. The variables were analysed by means of percentages and simple table

method. This technique permits inferences about observation and are useful for

testing the research propositions for generalization the propositions were tested by

descriptive statistical terms and detailed percentage was adopted for clear

interpretation and presentation.

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3.2 DESIGN OF THE STUDY

The study was a descriptive survey. According to Nworgu (1991) a descriptive

survey studies a group of people or items by collecting and analysing data from

only a few people or items considered to be representatives of the entire group.

Descriptive survey also aims at a systematic description of the characteristics and

facts about a group of people, items or areas. Descriptive survey design is

appropriate for a study as that which seeks to collect data from respondents on the

impact of political influence on education in Oyo state (Iseyin local government

area of local government).

3.3 POPULATION OF STUDY

Population of a study is a group of persons or aggregate items, things the

researcher is interested in getting information to assess the relationship that exists

between the surveys of the language of newspaper advertisement. A total of sixty

(60) respondents formed the population of the study.

3.4 SAMPLING AND SAMPLING TECHNIQUE

Sample is the set people or items which constitute part of a given population

sampling. Due to large size of the target population, the researcher used the Taro

Yamani formula to arrive at the sample population of the study.

n= N____

1+N (e)2

n: describes the sample size.

50 | P a g e
N: describes total number of population of the area

e: describes maximum variability or margin of Error = 0.05.

1: describes the probability of the event occurring.

n= 60______

1+60(0.05)2

n= 60_______

1+60(0.0025)

n= 60 / (1+0.15) = 60 / 1.15 =52.2 .

3.5 VALIDATION OF RESEARCH INSTRUMENT

To ascertain the face validity of the Questionnaire, the items were given to four (4)

expert, two from political Science Education, one from Measurement and

Evaluation and one from Social Study Education, all from The College of Education

Iseyin local government area. The title, the purpose of the study, research

questions and hypotheses were attached to the instrument to guide the evaluators.

They were requested to correct any mistakes such as ambiguous or unclear

statements, wrongly conceived ideas, missing information, and other observed

errors. Their corrections and comments were used to modify the questionnaires.

Based on their corrections the final version of the instrument was structured to

ensure the face validity.

3.6 METHOD OF DATA COLLECTION

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 Data were collected from two main sources namely:

Primary source and Secondary source

1. Primary source: These are materials of statistical investigation which were

collected by the research for a particular purpose. They can be obtained through a

survey, observation questionnaire or as experiment; the researcher has adopted

the questionnaire method for this study.

2. Secondary source: These are data from textbook, Journal, media etc. they arise

as byproducts of the same other purposes. Example administration, various other

unpublished works and write ups were also used.

3.7 METHOD OF DATA ANALYSIS

Concerning the method of analysis, summary statistics was used to answer the

research questions while Chi-Square (χ2) test of independence and Pearson product

moment correlation coefficient as well as t-test for significance (r) were used to

verify the claims of the null hypotheses. All tests were carried out at 0.05 level of

significance, the probability level at which we were willing to risk type I error.

The data collected was not an end in itself but it served as a means to an end. The

end being the use of the required data to understand the various situations it is

with a view to making valuable recommendations and contributions. To this end,

the data collected has to be analysed for any meaningful interpretation to come

out with some results. It is for this reason that the following methods were

adopted in the research project for the analysis of the data collected.

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For a comprehensive analysis of data collected, emphasis was laid on the use of

absolute numbers frequencies of responses and percentages. Answers to the

research questions were provided through the comparison of the percentage of

workers response to each statement in the questionnaire related to any specified

question being considered.

Frequency in this study refers to the arrangement of responses in order of

magnitude or occurrence while percentage refers to the arrangements of the

responses in order of their proportion.

The simple percentage method is believed to be straight forward easy to interpret

and understand method. The researcher therefore chooses the simple percentage

as the method to use.

The formula for percentage is shown as.

% = f/N x 100/1

Where f = frequency of respondents response

N = Total Number of response of the sample, 100 = Consistency in the percentage

of respondents for each item contained in questions.

3.8 INSTRUMENT FOR DATA COLLECTION

The instrument for data collection was the questionnaire titled; Perceived Impact of

Political influence on Education Questionnaire (PIPIEQ). The items were developed

by the researcher from the review of related literatures. It was a structured self-

reporting questionnaire consisting of (A) personal data and (B) four other sections

with varying number of items arranged in clusters. The personal data section of the

instrument was designed to elicit personal information about each respondent such

53 | P a g e
as ethicity, name of respondents, marital status e.t.c. Section B comprised 8 items

based on the four research questions in 4 clusters. Section B of the questionnaire is

a two point scale response format of YES and NO for indicating the perceived

impact of political influence on education in Iseyin local government area of Oyo

state.

Then part A of Section B, is on the perceived the extend politics has influence on

the availability of quality education through (funding and efficiency of infrastructure

and equipment) and it contains 2 items, Part B is on the extend effect of politics on

the implementation of education and staff administration 2 items, part C on the

extent of the impact of politics on the academic performance of students 2 items,

part D is on impact of politics in school-community relationship and it contains 2

items. The responses were weighted YES and NO

3.9 ETHICAL CONSIDERATION

Respect and consideration to the participants is an important aspect of research.

Research ethics calls for responsible conduct of research. This research took into

consideration the following three areas: consent, privacy and assent.

Informed Consent: This involves the participants choosing whether to participate

or not to participate in the study. According to Cohen (2000), at all times, the

welfare of subjects should be kept in mind by the researcher. In this study, the

researcher asked for the consent of the participants and did not force anybody to

take part in the research. The researcher also endeavoured to explain to the

participants the purpose of the study and their role in the study.

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Assent: According to Cohen (2000), assent is a term used to express willingness

to participate in research by persons who are too young to give informed consent

but who are old enough to understand the proposed research in general. Assent

from students was sought alongside with informed consent from teachers.

Privacy: Information obtained from the respondents form the basis for a research.

In order for the information to be reliable, the respondents should be assured the

confidentiality of the information they provide (Cohen 2000). In this study,

confidentiality was taken care of by advising the participants not to write their

names on the questionnaire.

3.10 STATISTICAL ANALYSIS

Demographic study of impact of political influence on education in Iseyin local

government area of Oyo state was described using descriptive statistics including

percentages, and frequencies. All analysis was conducted using SPSS version 11

software.

The statistical method was chosen to help in the interpretation of the data

collected during the investigation the null hypothesis (H0) stated in the first

chapter was verified to determine it accountancy or other wish the acceptance of

the alternative hypothesis (H1) The chi-square (X 2) distribution was chosen and

this tested at 5% level of significance. Decision for the acceptance or rejection of

the hypothesis as stated in chapter one are as follows:

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 1. If X2 which is the critical value calculated less than the critical value tabulated

accept the null hypothesis (H0) But if critical value calculated is greater than critical

value tabulated you ejective null hypothesis and accept the alternative hypothesis.

Chi-square test is the goodness of fit test used to determine whether a significant

number of object or responses falling in each category and an expected number

based on the null hypothesis.

Chi-square is applied in the following situations.

a) When there are two variables drawn from independent samples each of which is

categorized in two ways e.g. Yes or No responses.

b) When the data are non-numeric, that is when the data are expressed in

frequencies.

Chi-square is noted with X2, it is defined as

X2c = ∑(O-E)2

Where X2c = chi-square calculated

O = observed frequency

E = expected frequency.

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 CHAPTER FOUR

DATA ANALYSIS, RESULT AND DISCUSSION

4.1 INTRODUCTION

Efforts will be made at this stage to present, analyze and interpret the data collected

during the field survey. This presentation will be based on the responses from the

completed questionnaires. The result of this exercise will be summarized in tabular

forms for easy references and analysis. It will also show answers to questions

relating to the research questions for this research study. The researcher employed

simple percentage in the analysis.

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4.2 PRESENTATION AND ANALYSIS OF DATA

The data collected from the respondents were analyzed in tabular form with simple

percentage for easy understanding.

A total of 52 (fifty-two) questionnaires were distributed and 52 questionnaires were

returned.

The Socio-demographic Characteristics of the Respondents

This section deals with the description of the characteristics of all the respondents

(52) involved in the study by randomly selection of respondents from the study area.

The characteristics of respondents include age, gender, and educational state.

Section A

QUESTION 1: What is your name?

TABLE 4.1: Response of the respondent

Response Frequency Percent Cumulative

Percent

Filled 50 96.15% 96.15%

Valid Unfilled 2 3.85% 100.0%

Total 52 100.0%

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From the above table it shows that 96.15% of the respondents filled the section

while 3.85% of the respondents didn’t respond.

QUESTION 2: Gender distribution of the respondents

TABLE 4.2: Gender distribution of the respondents

Response Frequency Percent Cumulative Percent

Female 28 53.85% 53.85%

Valid Male 24 46.15% 100.0%

Total 52 100.0%

From the above table it shows that 53.85% of the respondents were female while

46.15% of the respondents were male.

QUESTION 3: Age of Respondent

TABLE 4.3: Age of Respondent

Response Frequency Percent Cumulative Percent

21-30 8 15.38% 15.38%

31-40 31 59.62% 75%

Valid
41-50 13 25% 100.00%

Total 52 100.00%

From the above table it shows that 15.38% of the respondents were 21-30years,

59.62% of the respondents were 31-40years and 25% of the respondents were 41-

50years.

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QUESTION 4: Marital Status

TABLE 4.4: Marital Status

Response Frequency Percent Cumulative Percent

Single 5 9.62% 9.62%

Engaged 6 11.53% 21.15%

Valid Married 40 76.93% 98.08%

Divorced 1 1.92% 100.00%

Total 52 100.00%

From the above table it shows that 9.62% of the respondents were single, 11.53%

of the respondents were engaged, 76.93% of the respondents were married and

1.92% of the respondents were divorced.

QUESTION 5: Religious Identity

TABLE 4.5: Religious Identity

Response Frequency Percent Cumulative Percent

Christian 22 42.31% 42.31%

Muslim 28 53.84% 96.15%

Valid
Others 2 3.85% 100.00%

Total 52 100.00%

From the above table it shows that 42.31% of the respondents were Christian,

53.84% of the respondents were Muslim, 3.85% of the respondents were others.

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QUESTION 6: Ethnicity (Ethnic Group)

TABLE 4.6: Ethnicity

Response Frequency Percent Cumulative Percent

Yoruba 45 86.54% 86.54%

Hausa 2 3.85% 90.39%

Valid Igbo 4 7.69% 98.08%

Others 1 1.92% 100.00%

Total 52 100.00%

From the above table it shows that 86.54% of the respondents were from Yoruba

ethnicity, 3.85% of the respondents were from Hausa ethnicity, 7.69% of the

respondents were from Igbo ethnicity, and 1.92% of other ethnic group respondents

didn’t respond to the question.

QUESTION 7: Educational Status

TABLE 4.7: Educational Status

Response Frequency Percent Cumulative Percent

BSC 11 21.15% 21.15%

MSC 13 25% 46.15%

PHD 4 7.69% 53.84%

Valid HND 19 36.54% 90.38%

ND 0 0% 90.38%

NCE 5 9.62% 100.00%

Total 52 100.00%

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From the above table it shows that 21.15% of the respondents were BSC, 25% of

the respondents were MSC, 7.69% of the respondents were PHD, 36.54% of the

respondents were HND, 0% of the respondents were ND, and 9.62% of the

respondents were NCE.

4.3 RE-STATEMENT OF RESEARCH QUESTIONS

SECTION B

PART A: To what extent does Politics Influence quality education through funding

and efficiency of infrastructure and equipment?

QUESTION 1: Quota system in the provision of computer denies some Schools of

such equipment.

TABLE 4.1: Response of the respondent

Response Frequency Percent Cumulative

Percent

YES 33 63.46% 63.46%

Valid NO 19 36.54% 100.0%

Total 52 100.0%

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From the above table it shows that 63.46% of the respondents choose yes in the

section while 36.54% of the respondents choose no in the section.

QUESTION 2: There is uneven distribution of facilities due to the interest of party

in power leading to unconducive learning environment.

TABLE 4.2: Response of the respondent

Response Frequency Percent Cumulative

Percent

Yes 41 78.85% 78.85%

Valid No 11 21.15% 100.0%

Total 52 100.0%

From the above table it shows that 78.85% of the respondents choose yes in the

section while 21.15% of the respondents choose no in the section.

To what extent does Politics Influence quality education through

funding and efficiency of infrastructure and equipment?

100
80
60
40
20
0
question 1 question2

yes no

63 | P a g e
Table 4.1 and table 4.2 shows how the respondents rated all the 2 items on the

Perceived the extend politics has influence on the availability of quality education

through (funding and efficiency of infrastructure and equipment), Items 1 have the

percentage scores of YES (63.46%) and NO (36.54%), and item 2 have the

percentage score of YES (78.85%) and NO (21.15%) respectively. This shows the

high percentage of YES which mean that the items were perceived to the influence

of quality education through funding and efficiency of infrastructure and equipment

of schools in Iseyin, oyo state. It shows that politics influence on the availability of

quality education through (funding and efficiency of infrastructure and equipment) is

of high percentage.

PART B: To what extent does Politics interfere in Staff Personnel

Administration?

QUESTION 3: Recruitment of unqualified teachers into secondary schools show

bias in favour of relations of politicians leading to low quality of teaching

TABLE 4.3: Response of the respondent

Response Frequency Percent Cumulative Percent

YES 29 55.77% 55.77%

Valid NO 23 44.23% 100.0%

Total 52 100.0%

From the above table it shows that 55.77% of the respondents choose yes in the

section while 44.23% of the respondents choose no in the section.

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QUESTION 4: Fear of victimization hinder staff from criticizing government

officers leading to carefree attitude.

TABLE 4.4: Response of the respondent

Response Frequency Percent Cumulative Percent

YES 47 90.38% 90.38%

Valid NO 5 9.62% 100.0%

Total 52 100.0%

From the above table it shows that 90.38% of the respondents choose yes in the

section while 9.62% of the respondents choose no in the section.

To what extent does Politics interfere in Staff Personnel

Administration?

100
80
60
40
20
0
question 3 question 4

yes no

Table4.3 and 4.4 shows how the respondents rated the 2 items on the perceived

influence of politics on staff personnel administration on secondary schools, Items 3

and 4 have percentage scores of YES(55.77% and 90.38%) and NO(44.23% and

9.62%) respectively. This means that to a Very High Extent politics influence

education with reference to the treatment of staff from other locality and

appointment of principals.. These showed that politics influence on staff personnel

administration to a very high percentage.

65 | P a g e
PART C: To what extent does Politics influence academic performance of

students?

QUESTION 5: Unqualified teacher affect the performance of students

TABLE 4.5: Response of the respondent

Response Frequency Percent Cumulative Percent

YES 44 84.62% 84.62%

Valid NO 8 15.39% 100.0%

Total 52 100.0%

From the above table it shows that 84.62% of the respondents choose yes in the

section while 15.39% of the respondents choose no in the section.

QUESTION 6: Lack of good facilities discourage the students readiness to learn.

TABLE 4.6: Response of the respondent

Response Frequency Percent Cumulative Percent

YES 38 73.08% 73.08%

Valid NO 14 26.92% 100.0%

Total 52 100.0%

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From the above table it shows that 73.08% of the respondents choose yes in the

section while 26.92% of the respondents choose no in the section.

To what extent does Politics influence academic performance of

students?

80

60

40

20

0
question 5 question6

yes no

Table 5 and 6 shows how the respondents rated all the 2 items on the perceived of

the extent of politics on the influence of academic performance of students, Items 5

and 6 have percentage scores of YES(84.62% and 73.08%) and NO(15.39% and

26.92%) respectively. These shows that to a Very percentage Extent politics

influence the academic performance of students.

PART D: To what extent does politics influence school-community

Relations?

QUESTION 7: Secondary school principals do not invite communities around

them during important occasions because community members feel marginalized.

TABLE 4.5: Response of the respondent

Response Frequency Percent Cumulative Percent

Valid YES 39 75% 75%

NO 13 25% 100.0%

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 Total 52 100.0%

From the above table it shows that 75% of the respondents choose yes in the

section while 25% of the respondents choose no in the section.

QUESTION 8: Communities leaving near secondary schools are not allowed by

the school authorities to make use of school facilities as a result of political interest.

TABLE 4.8: Response of the respondent

Response Frequency Percent Cumulative Percent

YES 52 100% 100%

Valid NO 0 0% 100.0%

Total 52 100.0%

From the above table it shows that 100% of the respondents choose yes in the

section while 0% of the respondents choose no in the section.

To what extent does politics influence school-community Relations?

120
100
80
60
40
20
0
question 7 question 8

yes no

4.4 TEST OF HYPOTHESIS

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Hypothesis One

H1; There is no significant difference in the mean scores of principals, teachers

secondary school board and board of government of schools on the extend politics

has influence on the availability of quality education through (funding and efficiency

of infrastructure and equipment) in Iseyin local government area of Oyo state.

Table HI:

Response Question(1+2) Observed N Expected N Residual

Yes 74 74 52 22

No 30 30 52 -8

Total 104

Test Statistics

There is no significant difference in the mean scores of principals,

teachers secondary school board and board of government of schools on

the extend politics has influence on the availability of quality education

through (funding and efficiency of infrastructure and equipment) in

Iseyin local government area of Oyo state.

Chi-Square 18.62a

Df 1

Asymp. Sig. .000

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a. 0 cells (0.0%) have expected frequencies greater than 5. The minimum expected

cell frequency is 52.

Decision Rule: The researcher therefore accept the null hypothesis which states

that There is no significant difference in the mean scores of principals, teachers

secondary school board and board of government of schools on the extend politics

has influence on the availability of quality education through (funding and efficiency

of infrastructure and equipment) in Iseyin local government area of Oyo state, as

the calculated value of 18.62 is greater than the critical value of 5.99.

Therefore the alternate hypothesis is rejected which states that There is significant

difference in the mean scores of principals, teachers secondary school board and

board of government of schools on the extend politics has influence on the

availability of quality education through (funding and efficiency of infrastructure and

equipment) in Iseyin local government area of Oyo state.

Ho2: There is no significant difference in the mean scores of principals, teachers

secondary school board and board of government of schools on the extend they

perceived the influence of politics on the implementation of staff personnel

administration of schools in in Iseyin local government area of Oyo state

Table H2:

Response Question(3+4) Observed N Expected N Residual

Yes 76 76 52 24

No 28 28 52 -24

Total 104

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Test Statistics

There is no significant difference in the mean scores of principals,

teachers secondary school board and board of government of schools on

the extend they perceived the influence of politics on the implementation

of staff personnel administration of schools in in Iseyin local government

area of Oyo state

Chi-Square 22.15a

Df 1

Asymp. Sig. .000

a. 0 cells (0.0%) have expected frequencies greater than 5. The minimum expected

cell frequency is 52.

Decision Rule: The researcher therefore accept the null hypothesis which states

that There is no significant difference in the mean scores of principals, teachers

secondary school board and board of government of schools on the extend they

perceived the influence of politics on the implementation of staff personnel

administration of schools in in Iseyin local government area of Oyo state, as the

calculated value of 22.15 is greater than the critical value of 5.99.

Therefore the alternate hypothesis is rejected which states that There is significant

difference in the mean scores of principals, teachers secondary school board and

board of government of schools on the extend they perceived the influence of

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politics on the implementation of staff personnel administration of schools in in

Iseyin local government area of Oyo state.

Ho3: : There is no significant difference in the mean scores of principals, teacher’s

secondary school board and board of government of schools on the extent of the

impact of politics on the academic performance of Iseyin local government area of

Oyo state students.

Table H3:

Response Question(5+6) Observed N Expected N Residual

Yes 82 82 52 30

No 22 22 52 -30

Total 104

Test Statistics

There is no significant difference in the mean scores of principals,

teacher’s secondary school board and board of government of schools on

the extent of the impact of politics on the academic performance of Iseyin

local government area of Oyo state students.

Chi-Square 17.31a

Df 1

Asymp. Sig. .000

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a. 0 cells (0.0%) have expected frequencies greater than 5. The minimum expected

cell frequency is 52.

Decision Rule: The researcher therefore accept the null hypothesis which states

that, as the calculated value of 22.15 is greater than the critical value of 5.99.

Therefore the alternate hypothesis is rejected which states that there is significant

difference in the mean scores of principals, teacher’s secondary school board and

board of government of schools on the extent of the impact of politics on the

academic performance of Iseyin local government area of Oyo state students.

Ho4: There is no significant difference in the mean scores of principals, teaches,

Secondary School Board and board of governors on the extent they perceived the

influence of politics on school community relation in schools in Iseyin local

government area of Oyo state.

Table H4:

Response Question(7+8) Observed N Expected N Residual

Yes 91 91 52 39

No 13 13 52 -39

Total 104

Test Statistics

There is no significant difference in the mean scores of principals,

teaches, Secondary School Board and board of governors on the extent

73 | P a g e
 they perceived the influence of politics on school community relation in

schools in Iseyin local government area of Oyo state.

Chi-Square 58.5a

Df 1

Asymp. Sig. .000

a. 0 cells (0.0%) have expected frequencies greater than 5. The minimum expected

cell frequency is 52.

Decision Rule: The researcher therefore accept the null hypothesis which states

that, as the calculated value of 58.5is greater than the critical value of 5.99.

Therefore the alternate hypothesis is rejected which states that There no significant

difference in the mea’[n scores of principals, teaches, Secondary School Board and

board of governors on the extent they perceived the influence of politics on school

community relation in schools in Iseyin local government area of Oyo state.

4.5 DISCUSSION OF FINDINGS

The summary of the findings of this study are:

1. Education is perceived to a high and very high percentage to the influence of

politics on the quality education of schools in the misappropriation of funding

by principal disrupt peace in the school, principals who are not on the good

book of politicians or those against the party in power do not receive enough

impress from the school board and there is favouritism in the disbursement of

fund leads to conflict in schools and also perceived the influence of politics on

the provision of basic infrastructures and equipment in schools to a high and

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 very high percentage in the quota system in the provision of computers

denies, some schools of such equipment, government interest determines

where schools are sited and there is, uneven distribution of facilities to the

interest of the party in power.

2. Education perceived to a high and very high percentage, the influence of

politics on staff personnel administration of schools in that preferential

appointment of principals by government generates conflict in schools,

recruitment of unqualified teachers in schools show bias in favour of relations

of politicians and recruitment of unqualified teachers in schools show some

bias in favour of the local communities.

3. Education perceived to a high and very high percentage, the influence of

politics on academic performance of students due to unqualified teachers that

affect the performance of students and decrease student competence and

self-efficacy.

4. Education perceive the influence of politics to a high and very high

percentage in the administrative task area of school community relations and

teachers who have link with the government disrespect the school authorities

leading to carefree attitude to work.

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 CHAPTER FIVE

DISCUSSION OF RESULTS, RECOMMENDATIONS AND SUMMARY

5.1 INTRODUCTION

In this chapter, the results are discussed and conclusions are drawn from the

analysis. Based on the finding and implications, recommendations are made for

implementation for further studies. The discussion is done using topical headings.

5.2 DISCUSSION OF RESULTS

 To What Extent do School Management Perceive Influence of

Politics on the Funding of Secondary Schools.

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Schools perceived to a high and very high percentage the influence of politics on the

funding of schools in that misappropriation of funds by principals disrupts peace in

the school, principals who are not on the good book of politicians or those against

the party in power do not receive enough impress from the school board and there

is favouritism in the disbursement of fund leads to conflict in schools.

This finding agrees with that of Aguokogbue who investigated the impact of politics

in tertiary institutions of South-East States. Using a sample of 54 and 324

Aguokogbue found out that politics influenced the funding of tertiary institution in

these states.

 To What Extent do School Management Perceive Influence of

Politics on Staff personnel Administration

Schools perceived to a high and very high percentage the influence of politics on

staff personnel administration of schools in that preferential appointment of

principals by government generates conflicts in schools, recruitment of unqualified

teachers in schools show some bias in favour of the local community.

The finding is in line with the statements of Ogunu (2006) that politics influence the

appointment, promotion and transfer of teachers. The author further observed that

in the school situation, staff personnel administration forms an important

responsibility of the school administration in achieving the goals of the school in

particular and in education in general. Oboegbulem in Mgbodile (2004) stated that

political influences, the promotion of teachers in schools. They also mentioned that

77 | P a g e
there is also the influence of politics in sponsorship to seminars, workshops and

conferences.

 To what extent do School Management Perceives Influence of

Politics on the Provision of Basic Infrastructures and Equipment in

Secondary Schools

Schools perceived the influence of politics on the provision of basic infrastructures

and equipment in schools to a high and very high percentage in that quota system in

the provision of computer denies some schools of such equipment, government

interest determines where schools are sited and there is uneven distribution of

facilities to the interest of the party in power.

The findings of this present study support Ogbonnaya (2009) who stated that

politics influences the provision of base infrastructures in schools Ogbonnaya

reported that there is quota system in the provision of computer equipment that

government determines where schools are cited. Okeke (2009) also stated that

politics influences the provision of sports equipment as federal government colleges

and schools in the urban cities, particularly state capitals are more favoured than

those in the rural areas.

These respondents seem to believe that politics affected the provision, development,

procurement and maintenance of infrastructural facilities in the south-east zone of

Nigeria.

78 | P a g e
  To what Extent do School Management Perceive Influence of Politics

on the School Community Relation.

Schools perceive the influence of politics to a high and very high percentage in the

administrative task area of school community relations and teachers who have link

with the government disrespect the school authorities leading to carefree attitude.

These findings are in conformity with the view of Obegbulem in Mgbodile (2004)

that there is political interference in school community relations on most secondary

schools in Nigeria. No school can operate in a vacuum without the society or the

community it serves. Obegbulem (2004) said that a close study of the community

affords the teachers a superior understanding of the background of the students.

They are thus able to know the ability of each child and know how to handle each

child according to his or her abilities.

5.3 EDUCATIONAL IMPLICATIONS

From the findings of this study, one can deduce some important educational

implications for the principals, teachers, member of the governing board, members

of the board, the society, the community, curriculum planners, students and

educational institutions. The study provides empirical information on the educational

consequences of perceived impact of politics which indicates that political influence,

if not handled or directed well in schools will make the teachers and the principals

not to work hard. This will affect the academic performance of the students which

indirectly affects the progress of the school.

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The findings of the study also have positive implications in the sense that the

knowledge gained from the findings will assist educational curriculum planners to

modify the primary and secondary school curricular to include the teaching of politics

in the schools, thereby creating awareness of politics to the society and students.

The findings of the study on the funding of schools have an implication to the study.

Misappropriation of funds by principals as a result of double instruction from the

government disrupts the peace in the school. The implication of this is that where

there are misappropriations of funds, the main objective of education will not be

achieved. Moreover, the funds that should be used by principals is be diverted into

private purposes.

The findings on staff personnel administration have implications to the study.

Preferential appointment of principals by the government generates conflict within

the school system. The implication of this is that where there are conflicts, the

objective of the goal and the objective of the school will hardly be achieved. Also,

resources that should be used for the development of the school will be channelled

towards conflict resolution.

The findings on provision of basic infrastructures/equipment have an implication to

the study which includes; Quota system in the provision of computer denies some

schools of such equipment with the school. The implication will be that where

computer equipment are not provided to all schools due to the quota system.

The findings on school community relations have an implication to the study

aggrieved member of the community sabotage the school board of governors of

secondary schools. The implication of the study is that, if there are poor school

community relations, there will be conflicts between the PTA, the school board of

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governors and the administration of the school. This will affect the progress of the

school. Therefore the little the community should have contributed will be lacking.

5.4 RECOMMENDATIONS

Based on the implications and results of the study, the following recommendations

are made:

1. Government in the Oyo states should ensure that there are no favouritism in

the disbursement of funds in secondary schools and the appointment of

finance officers should not be based in politics, this politics is bound to

adversely affect the provision of management of funds in secondary schools.

2. The post primary school management boards in the different states should

ensure different eschew preferential appointments of principals as this

generate conflict in schools, also the issue of favouritism in the appointment

of staff to work in the school system should be avoided since this lead to

appointment of mediocrate in the system.

3. The states governments should avoid quota system in the provision of

facilities and equipments in schools. This is because these leads to

differentials in the quality and quantity of schools.

4. Politics should be played with caution in the appointment or selection of

principal officers.

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 5. Politics should be played with caution in the siting of secondary schools with

the full knowledge of the result of the feasilibility study of the environment.

This is to ensure the accessibility of the teachers and the students in other to

achieve the aims and objective of secondary schools in the federation.

5.5 LIMITATION OF THE STUDY

A study of this nature would not have been accomplished without some constraints.

Some of the constraints encountered in this study include the following:

1. The use of questionnaire in the collection of facts is usually fraught with

several problems like the distortion of facts, faking and interpretation of the

objective of the questionnaire and the study generally.

2. The limitation of the study to one local government in Oyo state, Nigeria

deprives it from being generalized to a wider scope, that is, the study cannot

be generalized to the entire state.

5.6 SUGGESTIONS FOR FURTHER RESEARCH

In the light of the findings of the present study, the following are suggested for

further research.

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 1. The present study was on Iseyin local government of Oyo state. The

researcher suggests that the study can be carried out in the other local

government area of the state.

2. Influence of politics on the administration of schools in Oyo state.

3. Impact of community-relations on the development of secondary schools in

Oyo state, Nigeria.

4. Impact of federal character, Quota system and “God-fatherism” in the

establishment of secondary education in Oyo state, Nigeria.

5.7 SUMMARY OF THE STUDY

Education is very important in every nation of the world but it is usually influenced in

various ways and politics is one of the ways. The purpose of this study was to

determine the perceived impact of political influence on education in Oyo state (case

study Oyo Iseyin LGA). It is perceived that (politics) influences government

interference in education in funding, staff-Personnel Administration, provision of

basic infrastructures/ equipment, and Schools community relation.

In order to achieve the objectives of this study, four research questions were

developed and four hypotheses were formulated. Research instrument was the

questionnaire titled “Perceived Impact of Political influence on education in Oyo

state (A case study of Iseyin LGA)” questionnaire which was administered to some

sampled 52 respondents. Up of 50 teachers 2 principals. The research questions

were analysed using percentage score and cumulative percentage while the

hypotheses were tested by CHI-SQUARE TEST.

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The findings of the study on the perceived impact of politics on funding includes;

misappropriation of funds by principals as a result of double instruction from the

government disrupts the peace in the school, favouritism in the disbursement of

funds by the government leads to conflicts in school, funds meant for the payment

of teachers salaries and allowances are misappropriated by politicians and in most

cases this result industrial dispute.

Perceived impact of politics on staff personnel administration in secondary school

includes; preferential appointment of principals by government generate conflicts,

recruitment of unqualified teachers into secondary schools show bias in favour of

relations of politicians leading to low quality of teachers and principals victimization

of teachers who are not from the localities leads to rancour.

The perceived impact of politics on the provision of basic infrastructure and

equipment in secondary schools includes the following areas; quota system in the

provision of computer denies some schools of such equipment, government interest

determines where secondary schools are sited leading to low academic standard,

there is uneven distribution of facilities due to the interest of party in power leading

to unconducive learning environment and some influential community members

influence the allocation of science equipment in school sited in their community to

the detriment of other schools leading to poor academic performance.

Perceived impact of politics on school-community relations affect the following

areas: aggrieved members of the community sabotage the school board of

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governors of secondary schools and communities leaving near secondary schools are

not allowed by the school authorities to make use of school facilities result in school

community conflict.

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APPENDIX A

“QUESTIONNAIRE ADMINISTRATION”

Survey Questionnaire

Research Title: The Impact of political influence on education in Oyo state

Objective: To investigate the impact of political influence on education

in Oyo state

Target: Iseyin Local Government Area, oyo State

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 School of Educational Studies

Department of English/Political Science

The College of Education Iseyin (TCEI)

Iseyin

Date……………..

Dear Respondents,

Impact of Political influence on education in Oyo state (A case study of

Iseyin LGA)

This study is designed to investigate the impact of political influence on education

in Oyo state (A case study of iseyin). The purpose of the questionnaire is to elicit

information from principals, teachers, and students on the impact of political

influence on education in Oyo state (A case study of iseyin).

Your responses will contribute to the achievement of the objectives of this study.

Please kindly spare your time and supply honest answers to the questionnaire

items. Information given will be held in strict confidence and will not be used for no

other purpose than that stated above.

Yours faithfully

Adegoriolu Olugbenga S.

INSTRUCTION

Please tick or fill in where necessary as the case may be.

Section A

(1) What is your name? ……………………………………………………………………

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(2) Gender of respondent

(a) male { } (b) female { }

(3) Age of Respondent

(a) 21-30 { } (b) 31-40 { } (c) 41-50 { }

(4) Marital Status

(a) Single { } (b) Engaged { } (c) Married { } (d) Divorced { }

(5) Religious Identity

(a) Christian { } (b) Muslim { } (c) Others { }

(6) Ethnicity (Ethnic Group)

(a) Yoruba [ ] (b) Hausa [ ] (c) Igbo [ ] (d) Others[ ]

(7) BSC [ ] (b) MSC [ ] (c) PHD [ ] (d)HND [ ] (e) ND [ ]

Others……………………………….

SECTION B

The response options are YES and NO

Please specify by ticking () the level of impact

PART A

Perceived the extend politics has influence on the availability of quality

education through (funding and efficiency of infrastructure and

equipment).

To what extent does Politics Influence quality education through funding

and efficiency of infrastructure and equipment?

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S/N ITEMS YE NO

1 Quota system in the provision of computer

denies some Schools of such equipment.

2 There is uneven distribution of facilities due to

the interest of party in power leading to

unconducive learning environment.

PART B

Perceived Impact of ‘Politics’ Government Interference in staff Personnel

Administration of School Principals

To what extent does Politics interfere in Staff Personnel Administration?

S/ ITEMS YE NO

N S

3 Recruitment of unqualified teachers into

secondary schools show bias in favour of

relations of politicians leading to low quality

of teaching

4 Fear of victimization hinder staff from

criticizing government officers leading to

carefree attitude.

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 PART B

Perceived the extent of the impact of politics on the academic

performance

To what extent does Politics influence academic performance of

students?

S/ ITEM YES NO

5 Unqualified teacher affect the performance of

students

6 Lack of good facilities discourage the

students readiness to learn

PART D

Perceived Impact of politics on School-Community Relations

To what extent does politics influence school-community Relations?

S/N ITEMS YES NO

7 Secondary school principals do not invite

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 communities around them during important

occasions because community members feel

marginalized.

8 Communities leaving near secondary schools

are not allowed by the school authorities to

make use of school facilities as a result of

political interest.

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