IJEEM, VOL. 3, 2004
INTERNATIONAL JOURNAL OF EDUCATIONAL
MANAGEMENT(IJEM)
VOLUME 3, 2004
ISSN: 079447684
Published by
Department of Educational Management, University
of llorin, llorin.
IJEEM, VOL. 3, 2004
INTERNATIONAL JOURNAL OF EDUCATIONAL
MANAGEMENT (MEM)
Department of Educational Management, University of
llorin, llorin.
All rights reserved. No part of this publication may be
reproduced, stored in a retrieval system or transmitted in any
form or by any means electronic, mechanical, photocopying ,
recording or otherwise without the permission of the copyright
owners.
Haytee Press & Publishing Company Ltd., llorin
08033604983
©IJEM 2004
ii
IJEEM, VOL. 3, 2004
BOARD OF EDITORS
Editor-in-Chief
Prof. (Mrs.) N.Y.S. Ijaiya
Managing Editor
Dr. A.Y. Abdulkareem
Editors
Prof. Segun Ogunsaju
Prof. D.O. Durosaro
Dr. N.B. Oyedeji
Dr. (Mrs.) A.M. Okorie
Consulting Editors
Prof. W. O. Ibunkun
Ondo State University, Akungba
Prof. J.B. Babalola
University of Ibadan
Prof. Taiwo Ajayi
Director NIEPA, Ondo
Dr. A.Y. Quashigah
University of Education, Winneba Ghana
Dr. Timothy Jabot Mac Ojong
University of Buea, Cameroon
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IJEEM, VOL. 3, 2004
Notes to contributions
The international Journal of Educational Management (IJEM)
publishes original research reports and theoretical papers that add to
knowledge and understanding of educational management issues in
Nigeria and the world at large. Scholarly papers are therefore
welcome on the following educational management area, among
others.
 Planning
 Administration
 Finance
 Supervision
 Personnel
 Economics of education
 Facilities/Resources
 Policy analysis
 Educational law and other educational management areas
All papers, written in English, must show originality and should
make contributions to knowledge in specific areas of Educational
Management. Paper should be prepared following the publication
manual of the American Psychological Association (Latest Edition).
All manuscripts to be submitted in triplicate and typed on quarto sized
paper, must include an abstract of 100-150 words typed on separate
sheet of paper. Manuscript, including tables, figures and references,
should not be more than 15 pages in length.
Authors are requested to include with each copy of the
manuscripts a cover sheet, which shows the tile of the paper, author's
name status and institutional affiliation.
Every effort should be made to ensure that the manuscript itself
contains no clues to the author's identity. Papers already submitted
for publication elsewhere should not be sent.
All articles should be submitted with assessment fee of N500 in
cash or bank draft with 2self addressed official envelope to:
The Managing Editor
International Journal of Educational Management (IJEM) Department of
Educational Management, University of llorin, llorin.
iv
IJEEM, VOL. 3, 2004
Notes on contributors
1. Mrs. N.Y.S. Ijaiya is a Professor and Head of
Department
of Educational Management, University
of llorin, llorin.
2. Bade A. Agboola is a Professor and Deputy Director of
Centre for Distance Learning and Continuing Education,
University of Abuja, Abuja.
3. M.A. Ogunu is a Reader in the Faculty of Education.
University of Benin, Benin City.
4. Dr. Mrs. A.T. Alabi is a lecturer in the Department of
Education Management, University of llorin, llorin.
5. Dr. A.A. Olaoye is a lecturer in the Department of
Linguistics and Nigerian Language, University of llorin,
llorin.
6. Dr. Yahaha, Lasiele Alabi is a lecturer in the
Department of Educational Guidance and Counselling
, University of llorin, llorin.
7. Akinsoiu, Abiodun Olatoun is a Research Fellow
in the National Institute of Educational Planning and
Administration (NIEPA) Nigeria, Ondo.
8. S.O. Afolabi is a Lecturer in the Department of PreN.C.E. and Remedial Studies, Kwara State College of
Education, llorin.
9. B.O. Gbadamosi is a Lecturer in Oyo State College of
Education, Oyo
10. Dr. Oniye, Abdulrazaq Olayinka is a lecturer in the
Department of Educational Guidance and Counseling
University of llorin, llorin.
11. Dr. (Mrs) E.Y. Obasa is a lecturer in the Department
of Educational Management, University of llorin, llorin.
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IJEEM, VOL. 3, 2004
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
Ayinla Saadu, Alanamu is a lecturer in the
Department of Islamic Studies, Kwara State
College of Education, llorin.
Dr. M.M. Aliyu is a lecturer in the Department of
Vocational and Technical Education, Ahmadu Bello
University, Zaria.
Dr. (Mrs.) R.O.
Oduwaiye is a lecturer in the
Department of Educational Management, University
of llorin, llorin.
Dr. (Mrs.) Opadokun, Olufunke Adeitan is a
Lecturer in the Department of Educational
Foundations, Kwara State College of Education,
llorin.
Dr. Sofoluwe, A. Olu is a lecturer in the Department
of Educational Management, University of llorin,
llorin.
Dr. (Mrs) D.O. Otu is a lecturer in the Institute of
Education, Ahmadu Bello University, Zaria.
Dr. Y.A. Fasasi is a lecturer in the Department of
Educational Management, University of llorin, llorin.
Dr. Kola Lafinhan is a senior lecturer in the
Department of Physical & Health Education,
University of llorin, llorin.
Dr. Ameen, Funso Ahmed is the Executive
Secretary, Kwara State Scholarship Board.
Dr. Virgy, Onyene is a lecturer in the Department
of Educational Administration, University of Lagos,
Akoka.
Dr. N.B. Oyedeji is a senior lecturer in the
Department of Educational Management, University
of llorin, llorin.
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IJEEM, VOL. 3, 2004
Table of Content
Page
Title Page.................................................................i
Copyright page..........................................................ii
Board of Editors .K.....................................................iii
Notes to contributors..................................................iv
Notes on contributors..................................................v
Table of contents......................................................vii
1.
Prof. (Mrs.) N.Y.S Ijaiya - Re-Engineering Educational
Management
for
Quality
Education
in
Kwara
State,
Nigeria................................................................................................1
2.
Prof. Bade A. Agboola -Current Issues in Educational
management in Nigeria: The Challenges of Open and Distance
Education...........................................................................................15
3.
Dr. M.A. Ogunu - The Present Status of Expectancy
Theory...............................................................................................31
4.
Dr. (Mrs.) AT. Alabi - Teacher Professionalism and
Productivity:
A
Management
Perspective.............................................................44
5.
Dr. A.A. Olaoye'r- Sociological Perspective to Managing
School Curriculum and Resources...................................................54
6.
Yahaya, Lasiele Alabi Ph.D. - Relevance of StudentAssessment and Student- Advisement/ Counselling to Teaching.....77
7.
Akinsolu, Abiodun Olatoun - KHV/AIDS Scourge:
Implications for Educational Planners in Nigeria..............................89
8.
S.O. Afolabi - Lecturers' and Students' Perceptions on
Influence of Supervision on Examination Malpractice in Kwara StateOwned Tertiary Institutions............................................................108
9.
B.O. Gbadamosi - Forging Inter-Library Co-operation As a
way of Enhancing Library Services: A case study of Resource sharing
in three Academic Libraries in Oyo Township….............................122
10.
Dr. Abdulrazaq Olayinka Oniye - Retirement stress and
Management Strategies among Retired Civil Servants in Kwara State:
Counselling Implication and Intervention.....................................134
11. Dr. (Mrs.) E.Y. Obasa • Leadership Theory and the Nigerian
Education Manager.....................................152
vii
IJEEM, VOL. 3, 2004
12.
Ayinla Saadu Alanamu- Motivation and Teachers
Productivity in Islamic Schools in llorin Metropolis.....................167
13.
Dr. M.M. Aliyu - Availability and use of Instructional
Materials in Teaching Business Education Subjects
In Secondary Schools in Niger State.........................................180
14.
Dr. (Mrs.) R.O. Oduwaiye - Influence of Role Conflict On
Administrative Effectiveness of Academic Staff in Nigerian
Universities................................................................................190
15. Dr. (Mrs.) Opadokun, Olufunke Adeitan- Relationship
Between Staff Retention Strategies and Academic Staff
Productivity in Nigerian Colleges of Education..........................200
16.
Sofoluwe, A. Olu Ph.D. - Relationship Between
Communication Technology (CT) and Administrative Effectiveness
in Nigerian Universities.............................................................216
17.
Dr. (Mrs.) D.O. Otu-Cultural Implications of the Social
System Theory for Effective Administration in educational
institutions in Nigeria.................................................................234
18.
Dr. Y.A. Fasasi - Influence of School size on Discipline
Among Secondary School Students in Osogbo and Olorunda
Local Government Areas of Osun State...................................253
19. Dr. Kola Lafinhan-An Investigation into the Problems
Confronting Schools for the Handicapped in Ibadan................264
20. Dr. Amen Funsho Ahmed - The Relationship Student
Personnel Services and Student Altruistic Behaviour in Nigerian
Universities...............................................................................276
21.
Dr. Virgy Onyene - Issues in the Administrative Behaviour
of School Headteachers..........................................................294
22. Dr. N.B. Oyedeji -Manpower Planning in Education: The Role
of Educational Administrator....................................................318
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IJEEM, VOL. 3, 2004
INFLUENCE OF ROLE CONFLICT ON
ADMINISTRATIVE EFFECTIVENESS OF ACADEMIC
STAFF IN NIGERIAN UNIVERSITIES
By
DR. (MRS.) R.O. ODUWAIYE
Abstract
This paper is a report on investigation of the influence of role
conflict on administrative effectiveness of academic staff in
Nigerian universities. Data were gathered from 806 respondents
from 11 universities in Nigeria, using "Role Conflict Questionnaire"
{RCQ} and “Administrative Effectiveness Questionnaire [AEQ}.
The questionnaires were validated and tested for reliability
using
Kuder-Richardson Formula 20. Arising from the
computation, the reliability coefficients of .78 and .79 were
obtained for the two instruments respectively. The results revealed
that the role conflict that exists does not significantly influence
administrative effectiveness of academic staff in the universities
academic staff in administrative positions experienced role
conflict. On the basis of these findings, it was recommended that
more specialized academic staff should be involved in
administrative matters in order to foster competence,
effectiveness and efficiency in
role performance. Also,
recommended is that all categories of academic staff from the
rank of senior lecturer should be exposed to professional
conferences, workshops and seminars on administrative
procedures.
Introduction
The Nigeria University system has emerged over the years
as a complex organization. As the pinnacle of the nation's
educational system, it is seen as the factory for the production of
the country's high level manpower.
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IJEEM, VOL. 3, 2004
Universities in most countries seem to face increasing
environmental turbulence manifested in shortage of funds, public
criticisms of their activities and their performances, governmental
interventions and conflicts arising from strains and stresses
from intra and inter group relationships (Oduwaiye, 1997). Within
the sub-population exist pressure groups whose activities usually
generate conflicts. These groups push in various directions
according to their different special interests, what obtains is what
Baldridge (1991), described as the politics of factions, pressure
groups and the operation of temporary small organizations which
are operating to gain access to the political offices and decision
making levels.
Apart from the complexity of the sub group interactions
within the University and its political consequences, the structure
or established pattern of relationships among the components of
the organization is equally complex. Nigerian Universities are
established
through legislation in the form of Laws, Acts, Decrees, Edicts,
Ordinances, Statutes and Regulations which specify in broad
terms, the roles of the institutions, the officers of the institutions
and their powers and functions. It is However observed that such
delineation of power, functions or even goals is rather vague and
open-ended (Famro, 1992).
There are various arms of the University from Faculties to
Departments. The laid down functions of these various arms are
contained in the Act/Law or in the structural allocation of duties
and responsibilities. However, when one unit trespasses on
another's area of responsibility, the insulation between units
breaks down and competition or conflict ensues. There is
sometimes a great role strain in University governance as each
level of administration exerts strong and sometimes contradictory
pressures on the role occupants. This is known as role conflict.
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IJEEM, VOL. 3, 2004
Role-conflict occurs when "two or more inconsistent
patterns of role expectations and behaviour are attached to a
single position in the system" (Grusky, 1978:44). Role conflict,
which has become a common phenomenon in today's
organization, occur in Universities, either because of the
personality of the role occupant, which affects his role behaviour,
or that of the role(s) itself.
The National Policy on Education (1998) states that higher
educational institutions are to pursue their goals through teaching,
research, dissemination of existing and new information and
pursuit of service to the community and should also be a store
house of knowledge. In the process of performing these roles
towards achievement of goals, some role conflicts are bound to
occur. The University professor or academic is expected to impart
knowledge to his students, assist them in writing research reports,
offer public services to his community by public lectures, extramural lesson and above all, he is to publish original research of
which he is evaluated for productivity/promotion. Cumulative
pressures from the role senders then, might create internal and
external structural tensions which undoubtedly affect effectiveness
of the Universities. Role conflict has a strong influence on
performance (Rizzo, House and^ Lirtzman, 1970). Role
performance must therefore be geared towards efficiency and
effectiveness. It is the'level of performance that determines and
differentiates institutions that are surviving from the dying, and the
effective from the ineffective.
The Problem
According to the legislation establishing Universities and
specifying in broad terms, the roles of the institutions, the officers
and their powers and functions, it is particularly relevant to
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IJEEM, VOL. 3, 2004
ascertain how these functions are expressed and interpreted by
participants within the University especially the faculty members.
Consequently, the central problem of this study was to investigate
the influence of role conflict on administrative effectiveness of
academic staff of Nigerian Universities.
Specifically, the study endeavoured to find answers to the
following questions: Do academic staff in Nigerian Universities
experience role conflict in the performance of their duties?
Does role conflict among the academic staff have negative
or positive effect on administrative effectiveness?
Research Hypotheses
The following hypotheses were tested in the study.
1.
There is no significant relationship between role conflict
and administrative effectiveness of academic staff in Nigerian
Universities.
2.
There is no significant difference in the level of role conflict
of lecturers and other academic staff in administrative positions.
Methodology
The population of the study consisted of the academic
staff of Nigerian Universities. Eleven Universities were selected
using the stratified random sampling technique. A total of 550
respondents were randomly selected from these 11 Universities.
The instruments, Role Conflict Questionnaire (RCQ) and
Administrative Effectiveness Questionnaire (AEQ), were
administered on the academic staff, teaching and those in
administrative positions. In RCQ the respondents were to respond
to Strongly Agree, Agree, Disagree and Strongly Disagree while in
AEQ they were to respond to Very Much, Much, Little and None.
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IJEEM, VOL. 3, 2004
The instruments were subjected to content validity by
experts in management. The pilot study was conducted using
Kuder-Richardson Formula 20 to determine the reliability
coefficient. The RCQ reliability coefficient was 0.78 while AEQ
reliability coefficient was 0.79. The data was then analyzed using
t-test and Pearson Product Moment Correlation statistic.
The Results
Analysis and Results are presented in the tables below:
Hoi There is no significant relationship between role conflict and
administrative effectiveness of academic staff in Nigerian
Universities.
Table 1: Relationship
Administrative
Between
Role
Conflict
and
Effectiveness of Lecturers in Nigerian Universities
Variable
No. of X
SD
r-value Decision
_______________Cases_______________________________________
Role conflict
210
109.6985
11.7042
Not
Administrative
210
64.5276
13.1029
0.1775
significant
Effectiveness__________________________________________________
r-value
level of significant
degree of freedom
=
=
=
1955
0.05
209
Results emanating from the above hypothesis 1 revealed
that there is no significant relationship between role conflict and
administrative effectiveness. This is saying that working under
stress will not dissuade academic staff from achieving the targets
i.e. administrative effectiveness of their units or departments vis-avis the running of their Universities. Academics are trained first
and foremost to function under stressful situation especially in
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IJEEM, VOL. 3, 2004
Nigeria where working under a desirable condition for academic is
difficult to come by. They strive to get the best out of worst
condition realizing that they are accountable for all actions that
they take in respect of job input. This specifically amplifies Hienila
(1979) that overload rather strengthens the mental alertness of
academics and prepares them to face challenges with comfort,
pleasure and zeal. This has reflection not only on the academic
dimension of the academic staff, the primary reason for their
engagement in teaching, research and community services. This
is so and quite understandable for a number of reasons. These
reasons are:
1. 1. No academic staff moves up the ladder i.e. get
promoted except he shows substantial input in
community or public development programmes. The
essence is that town and gown are two primary
constituencies of the academics. This is why
academics function as repertoire, consultants and so on in
community-related programmes.
2. 2. Academics combine to promote intellectual growth,
technological solvency and propel a national and
economic dependency. All these are achieved with no
extra burden on government as they improvise almost all
academic necessities to keep the system going and alive.
From the foregoing, the result invalidates
the claim of
Burcher (1977) that teachers like all other human beings
can give their best effort only within a few hours a day.
Ho2 There is no significant difference in the level of role \ conflict
experienced by lecturers and academic staff in ; administrative
positions.
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Table 2: Analysis of Role Conflict of Lecturers and Academic
Staff in Administrative positions
Variable
No. of
X
SD DF
tDecision
________________Cases
__
__________value____________
Role conflict of
253
35.1409 5.813
lecturers_______________________________393 3.92
Significant
Role conflict of
Academic staff
142
33.1383 4.265
in administration
As shown in Table 2, the calculated t-value on the
difference between role of lecturers and the other academic staff
in administrative position is 3.92. This is greater than the table tvalue of 1.960 at .05 level of significance and at 393 degrees of
freedom. This shows that there is significant difference between
the perception of role conflict among lecturers, and other
academic staff holding administrative 'positions. The Null
hypothesis is thus rejected. The implication of this result is that the
hypothesis formulated to test if any significant difference exists
between academic staff on purely academic functions and the
academic staff on administrative assignment like HOD, Deans,
Directors, Deputy Vice Chancellors and Vice Chancellor is
therefore rejected.
As part of the numerous roles of academic staff of
Nigerian Universities, academic staff in administrative positions
perform certain administrative functions which provide a lot of
challenges in his life pursuit. The type of valuable administrative
services rendered included office management, budget making,
purchase and supplies of equipment, supervision and
maintenance of human and material resources, curriculum
planning, public relations and programme evaluation. Tead (1969)
stresses that if a teacher is to perform these roles efficiently, a
specialized professional preparation such as induction into
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IJEEM, VOL. 3, 2004
knowledge and theory of administration must be undertaken, this
is however not the practice with the academic staff thrown into
administration. In most cases, in this category of academic staff
rely on personal attributes as asset for the performance of their
roles. It is observed that while lecturers in purely academic work
perform purely academic assignment,' the academic personnel
performing administrative functions are faced with the problems of
sustaining a free flow management of the University system. Most
of the Heads of Department, Deans of Faculty, Directors still
program their teaching assignment alongside the process of
sustaining a viable administration and managing conflicts in the
pursuit of their academic and administrative duties. Some of these
principal officers have a number of responsibilities for the smooth
running of the various Universities as they are members of
essential committees of the University like the Committee of
Deans, several Senate committees, Development Committees
and the likes, Heads of Department, Deans, Directors all put
together with Deputy Vice Chancellor and the Vice Chancellor are
members of Senate, the highest academic and administrative
organ of the University. The roles they perform at these various
levels may run counter to the primary purpose of their employment
and so form a major reason for the rejection of this hypothesis.
Conclusions
From the results of the study, the following
conclusions are drawn:
1.
Academic staff of Nigerian Universities experience some
role strain or role overload as a result of varied roles
performed.
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IJEEM, VOL. 3, 2004
2.
3.
Academic staff performing administrative functions
experienced more role conflict than the academic staff
performing only academic functions.
Role conflict experienced in Nigerian Universities does not
significantly influence the administrative effectiveness of
the academic staff.
Recommendations
In view of the conclusions drawn, it becomes necessary to
recommend that:
1.
Whatever the level of competence of the academic staff, his
effectiveness is bound to be hampered by excess workload due to
large student populations. Adequate number of teaching staff
should be employed to handle the various segments of
programmes available. More specialized hands will foster
competence, effectiveness and efficiency in role performance.
2.
Several research findings have attested to the fact that
incentives serve as motivation for satisfactory role performance
and the conditions necessary to encourage, stabilize and make
lecturers feel provide in their role performance. It is therefore
recommended that all conditions necessary to encourage,
stabilize and make lecturers feel excited about should be further
encouraged.
3.
For effective administration, and to reduce role
conflict, all categories of academic staff from the post of senior
lecturer should, from time to time be given opportunities
to
attend professional conferences, workshops and seminars
on administration and administrative procedure, in preparation
for taking up administrative posts like Heads of Department,
Deans of Faculties, Directors, Deputy Vice Chancellors and
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IJEEM, VOL. 3, 2004
Vice Chancellor. The administrative procedures which include
office management, budget making, curriculum planning and
public relations cannot be acquired except through training.
Adequate training in preparation for administrative post held or to
be held will reduce role conflict.
References
Akindutire, I.O. (1988). Factors Influencing Role
Expectations and Performance of Physical Education Lectures in
Colleges of Education in Western States of Nigeria. Unpublished
doctoral dissertation, University of Benin.
Baldridge, J.V. (1977). Alternative Modes of Governance
in Higher Education. In G.L. Riley & J.V. Baldridge (Eds.).
Governing Academic Organisation (pp. 105-108. California: MC
Curchan.
Famro, C.O. (1992). Goals and Goals Congruence in
Nigerian Universities. Unpublished doctoral dissertation. University
of llorin.
Federal Republic of Nigeria, (1998). National Policy on
Education. Lagos: NERDC.
Grusky, O. (1978). Role Conflict in Organisation, a Study
of Prison Camp Officials. Administrative Science Quarterly, 3, 4344.
Hainila, K. (1989). The Significant of Evaluation. Bulletin of
the Federal International. Chaffernham 4(15), 63-65.
Oduwaiye, R.O. (1997). Influence of Role Conflict on
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Tead, O.
(1989). Administration its Purpose and Performance. New York. Harper & Row Publishers.
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