Educational Resources Management and Quality Delivery in Public Basic Education in Taraba State

Abstract

The study aims to examine the influence of educational resources management on quality delivery in basic public education in Taraba state, Nigeria. For the study, the researchers used an “ex-post facto’’ research approach. The study population comprised 2559 (2282 head teachers of lower basic education and 277 principals of upper basic education in Taraba state). The study sample consists of 400 respondents (357 Headteachers from lower basic education and 43 principals from upper basic education in Taraba state) drawn using proportionate and simple random sampling techniques with the aid of Tamane 1969 sample determination formula.  The educational management and quality delivery questionnaire (EMQDQ) was the instrument for the study. The instrument was designed with items built on the four-point Likert-type rating scale. The questionnaire consisted of sections A and B, which focused on respondents’ demographic variables (3 items) and 21 items on Physical resources management, human resources management and quality delivery, respectively. Two experts validated the instrument: one from the Department of Educational Management and another from the Department of Measurement and Evaluation all of Taraba State University, Jalingo. Reliability coefficients of 0.90 to 0.92 were obtained using Cronbach Alpha Reliability Estimate. The research questions were answered using frequency count and simple percentage for each item, while mean scores and standard deviation were used for the sub-scales, and the research hypotheses were analyzed using simple linear regression at .05 level of significance with the help of statistical package for social sciences (SPSS) version 23. The study's findings showed that educational resources management (in terms of physical and human) significantly and positively influences quality delivery in public basic education in Taraba state, Nigeria. Based on the study's findings, it was recommended among others that the management of existing physical resources should be continuous to ensure continuous quality delivery in basic education in Taraba state.