Evaluation of human resource management practices in colleges of education in north central zone of nigeria

Project Abstract

<p> This study was carried out in North Central states of Nigeria. The main purpose of the<br>study is to evaluate the human resource management practices in federal and state<br>colleges of education in the North Central Zone of Nigeria. Seven research questions<br>were posed and answered by this study and seven hypotheses were formulated and tested<br>at P &lt; 0.05 level of significance. Descriptive survey design was adopted for the study.<br>The population of the study was 572 consisting of 11 provosts, 11 deputy provosts, 11<br>registrars, 55 deans of schools, 322 heads of academic departments and 162 heads of nonacademic<br>departments in the seven states and four federal colleges of education in northcentral<br>zone of Nigeria, such as Bursary department, registry, public relation, library,<br>security and department of Health services and so on. There was no sampling because of<br>the manageable size of the population. However, four (4) provost, their principal officers,<br>chairmen and secretaries of academic and non academic staff unions from four colleges<br>of education which comprise 36 human resource managers were selected through<br>disproportionate sampling technique were interviewed. A 66 item structured<br>questionnaire titled “Evaluation of Human Resource Management Questionnaire<br>(EHRMQ)” and an interview guide for human resource management comprise 6 items<br>were developed based on literature reviewed and used for data collection. The<br>instruments were face validated by five experts. The internal consistency of the<br>questionnaire items was determined using cronbach alpha procedure and yielded the<br>following reliability indices 0.82, 0.75, 0.88, 0.94, 0.95, 0.94, and 0.90 for the seven<br>sections of items in the questionnaire. Five hundred and seventy two copies of the<br>questionnaire were administered to the respondents through eleven (11) research<br>assistants. Five hundred and sixty nine (569) of 572 copies of the questionnaire<br>administered were retrieved and used for analyses. Mean (X) and Standard Deviations<br>(SD) were used to answer the research questions, while t- test was used to test the nullhypotheses.<br>The results of the study revealed that the federal and state colleges of<br>education in the north-central zone to a great extent comply with approved guidelines on<br>staff recruitment, to a great extent comply with approved guidelines on staff training and<br>development, to a great extent comply with approved guidelines on staff appraisals and<br>promotions, to a little extent comply with approved guidelines on staff welfare practices<br>and to a great extent comply with approved guidelines on staff discipline practices. A<br>major problem of human resource management in both federal and state colleges of<br>education is political interference in appointment of provosts which does not allow the<br>best to emerge. It was recommended that the provosts and other principal officers of the<br>federal and state colleges of education should strictly comply with procedures for the<br>recruitment of staff, appraisals and promotions exercises, staff training and development,<br>staff welfare and discipline practices.<br>xii<br>1 <br></p>

Project Overview

<p> </p><div><p><strong>INTRODUCTION</strong></p><p><strong>Background of the Study</strong></p><p>Education holds the key to the success of every sector of the economy. This is<br>because through education the manpower required for the growth and development of the<br>nation is produced. Education has been recognized as an indispensable factor in the<br>social, economic and political advancement of the country. It is seen as the catalyst for<br>national transformation from a state of underdevelopment through scientific,<br>technological and social changes to a state of development (Onyia, 2011). The<br>importance of education for national transformation was aptly captured in the National<br>Policy on Education (FRN). In this document, education is seen as an “instrument per<br>excellence for national development” (FRN, 2004:7). Thus, effective education must<br>develop individuals with comparative advantage to compete favourably in a globalized<br>economy. This implies that education must prepare individuals for better self-realisation,<br>better human relationships and effective citizenship for national unity and for social,<br>economic and scientific progress.</p><p>The achievement of the above will depend on effective implementation of teacher<br>education programme for the production of quality teachers to drive the educational<br>process. The knowledge, expertise and the ability levels of teachers will determine the<br>quality of the products of the system (Eze, 2013). The National Policy on Education is<br>clear on this by asserting that no educational system can rise above the quality of its<br>teachers (FRN, 2004). This implies that the quality of the products of an educational<br>system can never rise above the quality of the system that produced it.</p></div><h3></h3><br> <br><p></p>