Managerial Skills and Organizational Effectiveness of Private Owned Schools in Yenegoa, Bayelsa State
Chapter One
Research Objectives
The main aim of this study is to investigate the relationship between the managerial skills and organizational effectiveness in business enterprises operating in Bayelsa State. The specific objectives include the following:
- To identify and assess the prevalent managerial skills among business enterprises in Bayelsa State
- To examine the level of organizational effectiveness in the selected firms in Yenagoa.
- To investigate the impact of managerial skills on organizational effectiveness in the context of Bayelsa State
- To identify the best practices and strategies for enhancing managerial skills and improving organizational effectiveness .
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
Conceptual clarification
Concept of managerial skills
Management according to farland is defined as conceptual theoretical and analytical purpose that by which managers create, direct ,maintain and operate proposite organization through system coordinated human effort. Management is the process of planning, coordinating and controlling of organizational resources in other to achieve set goals. Skills is the ability which can be developed and manifested in performance, not merely in potentials but in the ability to translate knowledge into practice.
Managerial skills are the knowledge and ability of an individual or executive In a managerial position should possess in other to fulfill management activities or task. Managerial skills encompass a wide range of competencies and abilities that managers need to effectively lead and direct their organization. These skills can be categorized into three main types: Technical skills, conceptual skills and human/ interpersonal skills.
Managerial skills are set of qualities and attributes in a personality of the managers that enable them to effectively manage the working of the organization Kamble (2011). Managerial skills also can be defined as specialised technical knowledge in certain jobs that managers should possess to perform their duties and roles by education where by people can be equipped with skills Analoui and Al-Madhoun (2002). Managerial skills are acquiring and learning abilities. In other words, we can say that managerial skills are a set of behaviours that lead to effective job performance and without them in many cases the knowledge of managers do not have any effects. Katz (2002) defined managerial skills as the managers’ ability to transform information and knowledge into practice. In his research on “Most common skills of effective managers”, the author classifies the basic skills of managers in two groups, personal and communication skills. The managerial skills have also been divided into three groups; which are – Personal skills that include 13 developing self awareness, stress management, problem solving skills and Interpersonal skills that include communication skills, power of influencing others, conflict management, skills of motivating people and group skills that include empowerment, team building, and authority delegation. Thus, essential skills which every manager needs for doing a better management are termed as Managerial Skills. According Daniel Katz ibid, there are three managerial skills, viz., Conceptual Skills, Human Relations Skills, and Technical Skills. According to Daniel Katz ibid, all managers require above three managerial skills. However, the degree (amount) of these skills required varies (changes) from levels of management and from an organisation to organisation. Managerial skills are also termed as management capabilities which assist the development of the organisation he/she leads Syarwan (2012). The success or failure of an organisation is determined by the ability of a manager to manage the organisation effectively to reach the organisation goal. There three basic skills the manager should have according to Schemerchorn (1999), technical skills, social skills and conceptual skill. In this study the operational definition is managerial skills as ability of the headmaster to organise all school activities and the subordinates to achieve quality education at the individual school level.
Effective School Management
Effectiveness means degree to which objective is achieved and the extent of which targeted problems are solved. It’s a goal of management that focuses on outcomes, objective and targets expected. It measure that states the extent to which goal, objectives in term of quantity, quality and time has been reached Syarwan (2012). Effectiveness is the degree to which the organisation achieves its goal while Kreps (1986) express effectiveness of the organisation as the product of both the quality and quantity of the organisation outputs and the quality of the organisation processes. The effectiveness of the school can be seen from the output of the school that can be measured in accordance with the average achievement of the student at end of their formal education at the school. This means that the effective school is a school that shows the correspondence between the results achieved with expected results. According to Syarwan (ibid), several studies on school effectiveness identified 719 factors associated with school effectiveness. Mortimore et al (1995) in Syarwan (ibid,) described 11 factors that are important for the school effectiveness are: (i) professional leadership, (ii) implement the vision and mission, (iii) the school environment, (iv) concentration on learning and teaching, (v) high expectation, (vi) motivation, (vii) monitoring of the progress, (viii) the rights and responsibilities of students, (ix) teaching caring to achieve the goal, (x) organisation learning and (xi) participation and relationship with the home school. Effectiveness of the school is the focal point of the school management while Davis et al (2005) identified the factors connecting it with school effeteness are: (a) pupil control system, (b) school, (c) involvement of students (d) increase academic disciples, (e) the behaviour of the teacher, (f) management in the classroom and (g) management structure. 19 Effective management on the other hand defined as skills that helps managers to deal with specific challenges and problems of each organization is the urgent needs of many businesses and organizations in the global competitive environment, rapid changing of technology and environment. These skills include Creative Problem Solving Skills, Communication Skills, Conflict Management Skills, Negotiation Skills and Self-Awareness and Improvement. (http://www.businessdictionary. com/definition/effectiveness.html#ixzz2TLUttOYT accessed 2013). According to Latif, (2002) the successful manager exhibit the following basic role: controlling the organisation environment and its resources, organising and coordinating, using information and communication channels for identifying problems and for understanding the changing environment to make effective manager decisions, providing for growth and development, motivating employees and handling conflicts and strategic problem solving. Effective school management in this case is considered as the ability of the school to using education inputs and produce quality graduates to compete in the market and employment and it’s relevant to the user needs. Effective management can be interpreted as the art of managing properly; the manner of treating, directing, carrying on, or using for a purpose; conduct; administration; guidance and control in an organization. This definition has been adopted in this study.
CHAPTER THREE
RESEARCH METHODOLOGY
RESEARCH DESIGN
The research design adopted in this research work is the survey research design which involves the usage of self-designed questionnaire in the collection of data. Under the survey research design, primary data of this study will be collected from selected private owned schools in Yenegoa in order to determine Managerial skills and organizational effectiveness of private owned schools in Yenegoa Bayelsa state. The design was chosen because it enables the researcher to collect data without manipulation of any variables of interest in the study. The design also provides opportunity for equal chance of participation in the study for respondents.
Population of Study
The population of study is the census of all items or a subject that possess the characteristics or that have the knowledge of the phenomenon that is being studied (Asiaka, 1991). It also means the aggregate people from which the sample is to be drawn.
Population is sometimes referred to as the universe. The population of this research study will be Seventy-five (75) staff of selected private schools in Yenegoa
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
This chapter is about the analysis and presentation of data collected from the field through questionnaire. The analysis of the data with particular question immediately followed by the presentation of findings.
As mentioned in chapter three, 63 questionnaires were administered and 50 were retrieved and necessary analysis was carried out on them and presented as follows:
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Managerial skills and organisational effectiveness of private owned schools in Yenegoa Bayelsa state. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of Managerial skills and organisational effectiveness of private owned schools in Yenegoa Bayelsa state.
Summary
This study was on Managerial skills and organisational effectiveness of private owned schools in Yenegoa Bayelsa state. Four objectives were raised which included: To identify and assess the prevalent managerial skills among business enterprises in Bayelsa State, to examine the level of organizational effectiveness in the selected firms in Yenagoa, to investigate the impact of managerial skills on organizational effectiveness in the context of Bayelsa State and to identify the best practices and strategies for enhancing managerial skills and improving organizational effectiveness. The total population for the study is 75 staff of selected private owned schools in Yenegoa. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. The data collected were presented in tables and analyzed using simple percentages and frequencies.
Conclusion
In conclusion, the symbiotic relationship between managerial skills and organizational effectiveness in private-owned schools in Yenagoa, Bayelsa State, goes beyond administrative practices; it fundamentally shapes the quality of education imparted to students. As skilled managers effectively orchestrate the school’s operations, facilitate seamless communication, and inspire a culture of growth, the overall organizational effectiveness is elevated. This, in turn, reflects in the holistic development of students, creating a foundation for their future success and contributing positively to the educational landscape of the region. By continually investing in enhancing managerial skills and organizational effectiveness, these private-owned schools can create an enduring impact on the educational journey of the students they serve.
Recommendation
In light of the significance of managerial skills and organizational effectiveness in private-owned schools in Yenagoa, Bayelsa State, there are several key recommendations that can further elevate the educational quality and overall success of these institutions:
- Leadership Development Programs: Implement comprehensive leadership development programs for school administrators and managers. These programs can focus on enhancing communication, decision-making, conflict resolution, and other critical leadership skills.
- Continuous Professional Development: Encourage ongoing training and professional development for teachers and staff. Offering workshops, seminars, and courses on innovative teaching methods, curriculum development, and educational technology can enhance the quality of instruction.
- Establish Clear Performance Metrics: Define clear performance metrics and assessment methods for both managers and teachers. Regular evaluations based on these metrics can help identify areas of improvement and acknowledge exemplary performance.
- Foster Collaborative Networks: Establish collaborative networks among private-owned schools in the region. Sharing best practices, insights, and challenges can create a supportive community that collectively strives for educational excellence.
- Encourage Innovation: Create an environment that encourages teachers and staff to propose innovative ideas and approaches. Establish a mechanism to evaluate and implement these ideas, fostering a culture of continuous improvement.
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