THE ROLE OF THE SCHOOL BASIC MANAGEMENT TEAMS

ABSTRACT

This study investigated the role of school basic management teams in implementing the national policy on education for school development in public senior secondary in Egor Local Government Area of Edo State. Three research questions were raised to guide the study. This bothered on the what are the specific roles and responsibilities of school basic management teams in implementing the national policy on education for school development, what are the challenges and constraints faced by school basic management teams in fulfilling their roles related to the NPE implementation for school development, what strategies and best practices are employed by school basic management teams to overcome challenges and effectively implement the NPE for school development in public senior secondary schools in Egor LGA. Descriptive survey research design was used in carrying out the study. The population comprised of all the all the 313 principals, vice principals and teachers from the thirteen (13) public senior secondary schools in Egor Local Government Area of Edo State from which a sample size of one-twenty respondents (120) respondents were randomly selected for the study. A selfstructured questionnaire to collect data for the study and the data collected from the study were analyzed using percentage, frequency mean and standard deviation. From the result of the findings, the study revealed that the school management teams are familiar with the NPE and also the school management teams is pivotal factor to enhance the implementation of the NPE for school development. It was also concluded that to overcome the challenges and constraints faced by the SBMTs in implementing the NPE for school development in public senior secondary schools in Egor LGA, strategies and best practices must be employed effectively and efficiently. Some of the strategies are: provision of adequate and quality resources be it fiscal, human or material resources. Another strategy is continuous professional development and training programs for the SBMTs and teachers to enhance their NPE implementation skills. From findings, the following were recommended among others: There is should be promotion of professional development and training for SBMTs members and teachers to enhance their NPE implementation skills. Considering the importance of local stakeholders in the education system, the SBMTs should always collaborate with local stakeholders, including parents and community members, to enhance NPE implementation for school development.