Background of the Study
Management is the organization and mobilization of all human and material resources in a particular system for attainment of set objectives. According to Obi and Ezegbe (2002), is a process of ensuring judicious allocation of available organizational inputs (human and material resources) through planning. Organizing, directing, controlling and procuring for the purpose of maximizing result. This means producing goods and services derived for the achievement of organizational set objectives. In the school organization, the material resources have to do with the school plant. The term ‘school plant’ carries a wide meaning. It includes, the school building, play ground, furniture, classroom, library, hostel, apparatus and equipment, school offices, black-board, school records etc. The material conditions should be conducive for the all-round development of the students – physical, emotional, social, cultural, aesthetic and moral. Good learning environment should be created by the school plant. It is the most important factor in the whole educational process. For the attainment of educational objectives, there should be adequate provision and maintenance of the school plant. School plant is made up of the school land and all the physical structures on it. Onwurah (2004), refers to school plant as the school site, the playgrounds, the equipment and other material resources provided in the school for effective teaching and learning operations. Mgbodile (2006), sees school plant as the space interpretation of the school curriculum. An effective school plant is a controlled environmental condition which aids the teaching and learning processes and at the same time protects the physical well being of the occupants.
According to Abraham (2003), school plant means all facilities and equipments within the school, which are used by the members of the community. Oguru (2000) defined school plant as material resources that facilitate effective teaching and learning in the school. They are those material resources which enable a skillful teacher to achieve a level of instructional effectiveness that far exceeds what is possible when they are not provided. Also Ndu, Ocho and Okeke (2002) defined school plant as the location of school and other material resources provided in the school for the purpose of enhancing teaching and learning processes. It includes the field, mobile structures and non-mobile materials in the school such as the classrooms, buildings, laboratories and laboratory equipments etc. School plant management involves the processes of planning to meet the need of the school for physical facilities. Onwurah (2004), stated that school plant management includes procurement and maintenance processes of school physical facilities for effective teaching and learning. The management process of the school plant therefore, involves planning, procuring, receiving, storage control and maintenance. The importance of school plant has been highlighted by many educational administrators and planners. Nwaogu (2005) asserted that no matter the strength of manpower resources in the system, educational processes must require conducive physical accommodation, libraries, furniture and playground. When these instructional facilities are lacking, it can affect negatively the productivity of the teachers. Learning takes place better and faster in a school environment with high level of buildings, accommodations, furniture and equipments, than in an environment where these items are lacking. Adesina and Ogunsaji (2004), in their recognition of the need for a well equipped school noted that for effective teaching and learning situations, physical facilities and educational goals should be viewed as being closely interwoven and inter-dependent. Apart from protecting pupils from sun, rain, heat and cold, the school building represents a learning environment, which has a tremendous impact on the children. Therefore, in order to facilitate this high level of teaching and learning processes, there is need for a well-planned and organized school plant. A conducive teaching and learning environment is as important to the quality of teachers engaged in the inculcation of desirable attributes to the students. Stressing further, the influence of environment on teaching and learning, Nwankwo (2008) stated that for teaching and learning to be effective, the school building and its surroundings must be free from threats, hostility and frustration.
He suggested that the following materials should be made available for teacher’s use to enhance learning viz: textbooks, programmed materials and devices, newspapers and magazines and other library materials, pictures, slides, film strips, maps, globes, charts, motion pictures, radio, television, chalkboards and chalks, specimens to concretize the ideas and stimulates imagination. Undoubtedly, if the physical facilities and equipments are not adequate or in good state in secondary schools, the management of their programmes would be hampered in Anambra state secondary schools, the problem of making available structures, physical facilities and teaching equipment is acute. Most secondary school buildings today were built during the colonel era. Many of them are so old that they are dilapidated and unsafe for human occupation. These buildings should be re-planned, reinforced or replaced so as to avoid catastrophic loss of lives of the occupants. Moreover, poor performance of students these days has been attributed to poor learning environment and lack of facilities among others. Commenting on the state of facilities in the school, Nwuzor (2009:4) citing a New swatch special report on “Nigeria in the Eye of the child” quoted a school child as saying that “the classrooms are full of gallops, we need new buildings, if they will provide electricity in the school, it will be okey”. This observation agrees with that of Unachukwu and Nwankwo (2005) who revealed the fact that learning environment in secondary schools in Anambra State is poor and non motivating.
