TABLE OF CONTENTS
Title Page i
Approval Page ii
Certification iii
Dedication iv
Acknowledgements v
Table of Contents vi
List of Tables x
List of Appendices xii
List of Figures xiii
Abstract xiv
CHAPTER ONE: INTRODUCTION 1
Background of the Study 1
Statement of the Problem 15
Purpose of the Study 17
Significance of the Study 18
Scope of the Study 22
Research Questions 22
Hypotheses 23
CHAPTER TWO: REVIEW OF LITERATURE 24
- Conceptual Framework 25
- Conceptual Model 26
- Concept of Seminaries 30
- Concept of Pentecostal Seminaries 33
- Concept of Management Practices 36
- Concept of Staff Management 37
- Rationale of Staff Management of Seminaries 42
- Objectives of Staff Management 45
- Elements of Staff Management in Pentecostal Seminaries: 48
- Staff Recruitment in Seminaries 48
- Staff Training and Development in Seminaries 50
- Staff Remuneration in Seminaries 53
- Staff Motivation in Seminaries 60
- Staff Supervision in Seminaries 64
- Staff Discipline in Seminaries 68
- Staff Performance Appraisal in Seminaries 73
– Historical Background of Staff Management in Pentecostal
Seminaries in Nigeria 77
– Constraints to Staff Management of Pentecostal Seminaries 82
- Theoretical Framework 92
- Expectancy Theory 93
- Herzberg’s Two-Factor Theory 96
- Human Resource Management (HRM) System Theory 97
- Theoretical Model for Staff Management Practices 99
- Review of Empirical Studies 105
- Strategies for Effective Staff Personnel Administration 105
- Survey of Staff Personnel Services 106
- Strategies for Improving Human Resources Management for Quality
Education 107
- University Career Administrators’ Perception of the Influence of
Performance Appraisal Strategies on Staff Work Performance 108
- Staff Training and Development in Small Scale Organizations 109
Strategies for Enhancing Teachers’ Commitment to the Teaching
Profession 110
- Prospects of Staff Personnel Administration 111
- Job Satisfaction and Productivity 112
- Summary of Literature Reviewed 113
CHAPTER THREE: RESEARCH METHOD 115
Design of the Study 115
Area of the Study 115
Population of the Study 116
Sample and Sampling Technique 117
Instrument for Data Collection 117
Validation of the Instrument 118
Reliability of the Instrument 118
Method of Data Collection 119
Method of Data Analysis 119
CHAPTER FOUR: RESULTS 121
Research Question One 121
Research Question Two 123
Research Question Three 127
Research Question Four 130
Research Question Five 133
Research Question Six 136
Research Question Seven 139
Hypothesis One 142
Hypothesis Two 143
Hypothesis Three 144
Hypothesis Four 145
Hypothesis Five 145
Summary of Findings 146
CHAPTER FIVE: DISCUSSION OF RESULTS, CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS AND SUMMARY 149
Result One: The Procedures for Staff Recruitment in Pentecostal Seminaries 149
Result Two: The Approaches Adopted by Pentecostal Seminaries to Encourage
Staff Development 150
Result Three: The Means used by Pentecostal Seminaries to Enhance Staff
Remuneration 150
Result Four: Motivation of Staff in Pentecostal Seminaries 151
Result Five: Approaches to staff Supervision in Pentecostal Seminaries 152
Result Six: Factors Militating against Staff Management in Pentecostal
Seminaries 153
Result Seven: Measures that can be used in Improving Staff Management in
Pentecostal Seminaries 154
Conclusions 156
Educational Implications of the Study 157
Recommendations 159
Limitations of the Study 161
Suggestions for Further Studies 161
Summary of the Study 162
REFERENCES 164
APPENDICES 172
Appendix I: Letter of Introduction to the Respondents 172
Appendix II: Respondents’ Personal Bio–Data 173
Appendix III: Questionnaire: Staff Management practices in Pentecostal
Seminaries Questionnaire (SMPPSQ) 174
Appendix IV: Population of Governing Council Members (GCM), Academic
Staff (AS) and Non-academic Staff (NAS) in the
Pentecostal Seminaries in the South-East, Nigeria. 177
Appendix V: Reliability Coefficient Analysis 180
Appendix VI: Means Analysis on Staff Management Practices in
Pentecostal Seminaries in South-East, Nigeria 181
Appendix VII: The Five States in the South-Eastern zone of Nigeria 182
Appendix VIII: Interview Schedule for Staff of Pentecostal Seminaries 183
in South-East, Nigeria
LIST OF TABLES
Table 1: Mean Ratings and Standard Deviation of Governing Council
Members, Academic and Non-academic Staff of the Pentecostal
Seminaries on the Procedures Used in Staff Recruitment. 121
Table 2: Mean Ratings and Standard Deviation of Governing Council
Members, Academic and Non-academic Staff of the Pentecostal
Seminaries on Encouragement of Staff Development. 124
Table 3: Mean Ratings and Standard Deviation of Governing Council
Members, Academic and Non-academic Staff of the Pentecostal
Seminaries on the Used to Staff Remuneration. 128
Table 4: Mean Ratings and Standard Deviation of Governing Council
Members, Academic and Non-academic Staff of the Pentecostal
Seminaries on Staff Motivation. 131
Table 5: Mean Ratings and Standard Deviation of Governing Council
Members, Academic and Non-academic Staff of the Pentecostal
Seminaries on Staff Supervision. 134
Table 6: Mean Ratings and Standard Deviation of Governing Council
Members, Academic and Non-academic Staff of the Pentecostal
Seminaries on the Factors that Militate Against Staff Management. 137
Table 7: Mean Ratings and Standard Deviation of Governing Council
Members, Academic and Non-academic Staff of the Pentecostal
Seminaries on the Measures Used in Improving Staff Management. 140
Table 8: Analysis of Variance (ANOVA) of the Difference Between
the Mean Ratings and Standard Deviation of Governing Council
Members, Academic and Non-academic Staff of the Pentecostal
Seminaries on the Procedures Used in Staff Recruitment. 143
Table 9: Analysis of Variance (ANOVA) of the Difference Between
the Mean Ratings and Standard Deviation of Governing
Council Members, Academic and Non-academic Staff of the
Pentecostal Seminaries on the Approaches Adopted for Staff
Development. 143
Table 10: Analysis of Variance (ANOVA) of the Difference Between
the Mean Ratings and Standard Deviation of Governing Council
Members, Academic and Non-academic Staff of the Pentecostal
Seminaries on Staff Remuneration. 144
Table 11: Analysis of Variance (ANOVA) of the Difference Between
the Mean Ratings and Standard Deviation of Governing
Council Members, Academic and Non-academic Staff of the
Pentecostal Seminaries on Staff Motivation. 145
Table 12: Analysis of Variance (ANOVA) of the Difference Between
the Mean Ratings and Standard Deviation of Governing
Council Members, Academic and Non-academic Staff of the
Pentecostal Seminaries on the Approaches Used in the
Supervision of Staff. 146
LIST OF APPENDICES
- Letter of Introduction to the Respondents 172
- Respondents’ Personal Bio-Data 173
- Questionnaire: Staff Management Practices in Pentecostal
Seminaries Questionnaire (SMPPSQ) 174
- Population of Governing Council Members (GCM), Academic Staff (AS)
and Non-academic Staff (NAS) in 36 Pentecostal Seminaries in the
South-East Geopolitical Zone of Nigeria 177
- Reliability Coefficient Analysis 180
- Means Analysis on Staff Management Practices in Pentecostal
Seminaries in South-East, Nigeria 181
- The five states in the South-Eastern Zone of Nigeria: Abia,
Anambra, Ebonyi, Enugu and Imo 182
- Interview Schedule for Staff of Pentecostal Seminaries in South-East,
Nigeria 183
List of Figures
Figure 1. Conceptual Model for Staff Management Practices 26
Figure 2. The Basic Motivation Model 63
Figure 3. Theoretical Model for Staff Management Practices 99
ABSTRACT
The main purpose of this study was to examine staff management practices in Pentecostal seminaries in South-East, Nigeria comprising of Abia, Anambra, Ebonyi Enugu and Imo States. The study specifically sought to examine staff management practices with regard to: staff recruitment procedures; staff development; staff remuneration; staff motivation; staff supervision; factors militating against staff management and measures used in improving staff management. Based on the purposes of the study, seven research questions and five null hypotheses were used. The study adopted descriptive survey research design. The population consisted of 601, made up of 230 governing council members, 189 academic staff and 182 non-academic staff of the Pentecostal Seminaries. The entire population was used for the study. Two instruments: questionnaire and interview schedule were used. An instrument titled: Staff Management Practices of Pentecostal Seminaries Questionnaire (SMPPSQ) was used to collect data from the respondents. The interview schedule titled: Interview Schedule for Governing Council Members, Rectors/Provosts and Academic Staff in Pentecostal Seminaries (SGCMRPASPS) was used to gather information. The interviews were conducted with the aid of a mobile phone, a camera and voice recorder. The Cronbach Alpha Method was used to test the reliability of the instrument. The internal consistency reliability co-efficient values yielded 0.66, 0.77, 0.74, 0.54, 0.80, 0.93 and 0.95 for clusters A, B, C, D, E, F and G respectively and overall reliability figure of 0.77. The data collected were analyzed using inferential statistics while mean scores and standard deviations were used to answer the research questions. Analysis of Variance (ANOVA) was used to test the null hypotheses at 0.05 level of significance. Findings showed too that procedures to staff recruitment were practiced at a low degree in Pentecostal Seminaries in South-East Nigeria. The degree (level) of encouragement of staff development of Pentecostal Seminaries authorities is moderate. Findings also showed that staff remuneration in Pentecostal Seminaries is moderate. Staff motivation is to a great extent not in line with traditional management practices. Findings showed too that the approaches to staff supervision were efficient and effective compared to what is obtainable in educational management practices. Findings also showed that the factors militating against staff management of Seminaries are high. Findings showed too that the measures used in improving staff management in Pentecostal seminaries in South-East, Nigeria, are high. Based on the findings, it was recommended that recruitment of staff should be conducted based on merit, devoid of favouritism, ethnicity and preferential treatment. Also, it was recommended that administrators (rectors/provosts) of Pentecostal Seminaries should adopt and adapt some measures for regular staff development programme, and that seminary authorities should harmonize the salary structure (remuneration/salaries and wages) of staff of Pentecostal seminaries to be in line with that of the government.
CHAPTER ONE
INTRODUCTION
Background of the Study
The importance of staff management is increasingly being realized in the educational system. This realization is apparently as a result of increasing complexity of the tasks which administrators perform. There are perceived problems in the areas of recruitment, training and development, remuneration, motivation, supervision, discipline and performance appraisal of their staff. Pentecostal institutions are not insulated from such problems. While staff is a great asset to every educational institution, it becomes problematic if not properly managed. Hence the import of this study is to examine staff management practices in Pentecostal Seminaries in South-East, Nigeria.
Management has been variously defined. Obi (2003) is of the view that the word ‘manage’ seems to have come into English usage directly from Italian word “managerial”, meaning to “handle”. In the seventeenth and eighteenth centuries, the words manage and manager over appeared in usage, and today’s meaning of the word manage is coloured by these early variations. Management was originally a noun used to indicate the process for managing, training or directing. It was first applied to sports, to housekeeping and later to government and business organizations and from there to education. To manage is to forecast and plan, to organize, to command, to coordinate and to control (Obi, 2005). In Pentecostal Seminaries, each rector/provost, supervisor, director, executive among others, is a manager in the area of his responsibility. Each of them co-ordinates and directs the efforts of others in a major part of the management job in the institution. Management is a process of creating, directing, maintaining and operating purposeful educational programmes through coordinated, cooperative human efforts. According to Ogunu (2000:1), “management is the effective organization and utilization of the human and material resources in a particular system for the achievement of identified objectives.” It is the effective handling of all school activities that go on within the educational system, which require judicious use of human and material resources towards the realization of objectives. Management has also been defined as “a social process which is designed to ensure the cooperation, participation, intervention and involvement of others in the effective achievement of a given or predetermined objective” (UNESCO, 1999). Nwadiani (1998), on his part, defined management as human and material resources and programmes available for education and carefully using them systematically for the achievement of educational objectives. In other words, management is the art, or science, of achieving goals through people. Since managers also supervise, it therefore implies that management means looking over, that is, ensuring that people do what they are supposed to do. Broadly then, management is the process of designing and maintaining an environment in which individuals, working together in groups, efficiently accomplish selected aims of an institution.
Therefore, management entails the acquisition of managerial competence, and effectiveness in ost managers have not acquired. Management, according to Cole (2002), refers primarily to the activities of specialist staff responsible for implementing the key objectives of the institution in respect to its use of people (employees). Generally, staff management is concerned with the issues of recruitment, welfare, training, promotion, motivation, transfer and discipline of staff.
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