1

PRACTICUM REPORT

CARRIED OUT IN

ODU’A COMPREHENSIVE HIGH SCHOOL (JNR.), IMORU-IJEBU, IJEBU-

ODE, OGUN STATE.

BY

BABALOLA MICHAEL OLAMIDE

MATRIC NUMBER: 20180103008
DEPARTMENT: EDM/SOS

SUBMITTED TO:
DR. A.O SHEYIN & MR. GARUBA.

DEPARTMENT OF EDUCATIONAL MANAGEMENT,

COLLEGE OF SPECIALIZED AND
PROFESSIONAL EDUCATION,
TAI SOLARIN UNIVERSITY OF EDUCATION.

IN PARTIAL FULFILMENT OF THE COURSE REQUIREMENTS,

EDM 418 (PRACTICUM IN EDUCATIONAL MANAGEMENT).

NOVEMBER, 2022.
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Abstract
The purpose of this report is to discuss and explain my experiences during my practicum
exercise. The exercise was designed by the department to expose undergraduates to a
practical applications of learned theories, principles and ethics of school administration. The
exercise was carried out in Odu’a Comprehensive High School (Jnr.), Imoru-Ijebu, Ijebu-
Ode. This report was organized in three sections, each having sub-units. Section one presents
an overview of the organization, its description, functions as well as the organogram. Section
two meanwhile, focused on the experiences gained by me. Information related to my work
schedule, duties, working relationship with staff and the knowledge acquired were thoroughly
discussed in this section. Section three on the other hand, focused on analysis and comments
of the organization. Analyses and discussions in the areas of formal and informal
relationship, strengths and weaknesses of the organization, suggestions for improvement and
conclusions were all made. It was recommended that the duration for this practicum exercise
be extended more than just the six weeks’ minimum period, to help undergraduates have a
long duration to demonstrate practically how to plan, organize, direct and carryout other
administrative duties.
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TABLE OF CONTENTS

PRELIMINARY PAGES
Title page - - - - - - - - - - - i
Abstract - - - - - - - - - - - ii
Table of contents - - - - - - - - - iii

SECTION ONE – INTRODUCTION/BACKGROUND

1.1. Brief Description of the organization - - - - - 1
1.2. Functions of organization - - - - - - - 3
1.3. Organogram of the organization - - - - - - 5

SECTION TWO – EXPERIENCE

2.1. Schedule of operations and duties
2.1.1. Schedule of operations - - - - - - 6
2.1.2. Duties - - - - - - - - - 7
2.2. Knowledge acquired - - - - - - - - 8
2.3. Working Relationship with the staff - - - - - 10

SECTION THREE – ANALYSIS AND COMMENTS

3.1. Formal and informal relationship
3.1.1. Formal relationship - - - - - - - 12
3.1.2. Informal relationship - - - - - - - 14
3.2. Strengths of the organization - - - - - - - 16
3.3. Weaknesses of the organization - - - - - - 18
3.4. Suggestions for improvement- - - - - - - 20
3.5. Conclusion - - - - - - - - - - 21
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SECTION ONE

INTRODUCTION/BACKGROUND

Introduction

Practicum is a practical experience offered to individuals as a means to enable them put

into practice, theoretical knowledge learned during the process of education. The objectives

for doing this is to expose students to a minimum of three months’ field experience including

observation, adaptation to office conditions, planning and preparation for school

administration. Those to engage in this exercise are expected to serve in any formal

organization or school. It is as a result of this, and the completion of my twelve weeks, that

this report emerged.

Thus, this section has been organized under the following sub-headings:

1.1. Description of the organization

1.2. Functions of the organization

1.3. Organogram of the organization

1.1. Description of the organization

This practicum exercise was carried out in Odu’a Comprehensive High School, Imoru-

Ijebu near Ijebu-Ode. This school was founded August 9, 1980 during the Civilian

Administration/Regime of the First Executive Governor of Ogun State “Chief Victor Olabisi

Onabanjo” of blessed memory.

The School was disarticulated into Junior and Senior in 2005. The Junior Secondary

School boys wear white shirt over the brown shorts, while girls wear brown pinafore over

white shirt. The uniform is completed by wearing brown sandals with white socks.
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The school social environment is good and effective for self and group development.

The teachers are friendly, hospitable and fun to be with. The learners here are ready to learn,

not too stubborn, they often play amongst themselves during break periods. The staff-

students’ relationships is also high, giving room to love and mutual cooperation by both

parties (Staff and Student). Also, parents are also interested in the school and her activities as

evidenced in their response and attendance to the school events and ceremonies.

The school is made up of six junior secondary school classes (JSS one – JSS Three),

(JSS One, A and B; JSS Two, A and B; JSS Three A and B). The school has a total of 16

academics and 2 non-academic staff. The academic staff include 16 permanent teachers (4

male and 12 females), The non-academic staff includes 1 male and 1 females. In total, the

school have 5 male staff and 13 female staff across all the categories. The students’

population include 82 boys and 98 girls distributed across JSS One to JSS Three, resulting in

a total of 180 students.

The resources available to teachers and students in this school include 3 blocks

(buildings), 6 classrooms, 1 (one) library, 2 offices, 11 blackboards, 4 whiteboards, 112

wooden desks for learners in JSS One (A and B) to JSS Three (A and B), 10 wooden

tables and 14 wooden chairs for students teachers, 18 tables and 24 chairs for

teachers’ usage, school field, farm garden and toilets (rest rooms) for staff and

students’ utilization.
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NAMES OF THE PAST AND PRESENT PRINCIPALS

O FROM TO
NAMES

1. MR. T.E. ADEBAJO 1980 1984

2. MRS. ODEYINGBO 1984 1984

3. REV. J.O. OGUNFODUNRIN SEPT. 1984 NOV. 1984

4. MR. M.O. OLUGBESAN DEC. 1984 SEPT. 1995

5. MRS. M.O. MORAFA SEPT. 1995 DEC. 1998

6. MR. F.I. ONASANYA JAN. 1999 JULY. 1999

7. MR. B.A OKUNEYE AUG. 1999 APRIL. 2001

8. MR. O.O. OSIBANJO APRIL.2001 MAR. 2005

DE-CIRCULATION ERA

9. ALHAJI Y.B. ASHIRU SEPT. 2005 OCT. 2009

10 MRS. Y.R. ONANEYE OCT. 2009 SEPT. 2010

11 MR. T.A. OTAYEMI SEPT. 2010 DEC. 2012

12 MR. M.O. AKINBI JAN. 2013 OCT. 2014

13 ELDER RICHARDS M.J OCT. 2014 2016

.
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14 MRS. AWOLEYE B.OLAYINKA 2018 NOV. 2020

15 MRS. OBAGBEMIRO Y.O. JUNE 2021 TILL DATE

The current Principal of the school is Mrs. Obagbemiro Y.O. She is a woman well

vested with administrative prowess and as such, she runs the school with effective

administrative skills which include: good decision making skills, technical skills, human

relation skills, and good communication skills. She also makes use of different leadership

styles to ensure she gets the cooperation of her teachers.

MISSION OF THE SCHOOL

Our mission is to provide an educational experience that will enable learners to become

life-long learner and responsible citizens ready to meet the challenges of the future.

VISION OF THE SCHOOL

Our vision is to be an excellent school where outstanding practice equality and well

being are at heart of what we do.

Our vision is to create a happy, secure and stimulating environment in which all

learners are taking into considerations and are encouraged to aspire for success, aim for

excellence and achieve their full potential.

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1.2. Functions of the organization

Odu’a Comprehensive High School (JNR.), Imoru-Ijebu, Ijebu-Ode, Ogun State is an

institution designed for the teaching of students under the direction of teachers. This means

ensuring that all students are able to develop their cognitive, social, emotional, cultural and

physical skills to the best of their abilities, preparing them for their further school career.

Carrying out this task places demands on a school’s structure, teachers, school leaders and

parents. Other functions performed by this organization include:

i. Provide teachers, parents and the community at large with clear statement of what students

are expected to achieve at their end of junior secondary schooling and how they can best

support learners to achieve this goal.

ii. Conservation and promotion of culture, and development of social responsibility in the

learners and helping them to shun any socially unacceptable lifestyle.

iii. Offering students good civic/citizenship training and development of higher values and

good career choices.

iv. The school also serve as a basis for preparing students for senior secondary/higher

education.

v. The school train the students to be capable of adjusting to life in the society.

This organization also modifies students’ behavior by trying to change undesirable traits

and offering them desired direction to follow.

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vi. Physical health exercise and hygiene is treated as an essential prerequisite in this

school for keeping the student’s physical health in the utmost condition.

vii. Group play and group activities make up a large percentage of play-time and

are encouraged with a view to develop social adjustment skills and social participation

skills of the students. This school offers opportunity to learners to play and interact with

their colleague.

viii. The school offer Moral education to students’ which is a vital part of the

curriculum in order to help mold and develop moral sentiment and positive outlook in the

society.
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NAMES OF TEACHERS AND AREA OF SPECIALIZATION

1. MR S.R OLATUNJI MATHEMATICS

2. MRS A.A BAMGBOSE YORUBA

3. MRS Z.A OLUFOWOBI AGRIC. SCIENCE

4. MRS S.A OGUNDIYAN BUSINESS STUDIES

5. MRS O.O ADEBOYE SOCIAL STUDIES

6. MRS O.A ADETIMIRIN CREATIVE ARTS

7. MRS M.O ARIBAKE BASIC SCIENCE

8. MRS F.F OGUNYE HOME ECONOMICS

9. MRS A.R ALAMU HISTORY

10. MR J.T ABIODUN COMPUTER SCIENCE

11. MRS A.K ADUBI P.H.E

12. MR W.A ARINOYE I.R.S

13. MRS O.B OGUNOWO HOME ECONOMICS

14. MRS M.O ADESANYA CIVIC/CRS

15. MRS A.K RUFAI ENGLISH LANGUAGE

16 MR T.A AYINDE FRENCH

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THE SCHOOL ANTHEM

m:r:d:d:t:d:r:l:t:d:-

d:t:l:s:-d:d:t:d:r:-

m:r:d:d:t:d:r:l:t:d:-

d:t:l:s:-m:r:m:r:d:-

f:f:f:m:-m:r-:r:m:-

m:r:d:l:-d:r:-r:d:-

(1) Awake Oh comrade heed the call

The clarion call all ye obey
To build the image of our school
Our cornerstone, alma-mater
Knowledge for service is our aim
Great Odu’a, the rising star.

(2) Awake Oh comrade heed the call

The clarion call all ye obey
To build the image of our school
Our cornerstone, alma-mater
Knowledge for service is our aim
Great Odu’a, the rising star.

(3) Awake Oh comrade heed the call

The clarion call all ye obey
To build the image of our school

(4) Awake Oh comrade heed the call

The clarion call all ye obey
 12

To build the image of our school

Our cornerstone, alma-mater
Knowledge for service is our aim
Great Odu’a, the rising star.

(5) Like mother-hen thou doth brood us

For certain years to groom our lives
To make us all that we should be
And fulfill our life’s different calls
May God uphold and strengthen thee
Great Odu’a, the rising star.

(6) Awake Oh comrade heed the call

The clarion call all ye obey
To build the image of our school
Our cornerstone, alma-mater
Knowledge for service is our aim
Great Odu’a, the rising star.

(7) Like mother-hen thou doth brood us

For certain years to groom our lives
To make us all that we should be
And fulfill our life’s different calls
May God uphold and strengthen thee
Great Odu’a, the rising star.
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THE SCHOOL PLEDGE

I pledge to Odu’a Comprehensive High School

My great citadel of learning
To abide by all her rules and regulations
To be a good ambassador of the school
And to project her good image inside and outside the school
To do my best to make her a better place than I met her
And lift her loyal banner whenever I go
Bearing contributed allegiance to her till life, shall last
God being my help. Amen.

LAID DOWN RULES AND REGULATIONS

(1) Students must speak in the acceptable language of expression (English Language) in
the school environment at all time.

(2) Fighting and the use of nick name of profane language are totally forbidden.

(3) Learners must attend school punctually.

(4) T-+A perpetual truant/cheat will be made to repeat at the end of the session no matter
how good his/her performance may be.

(5) No senior students should beat any junior, however rude, junior students must be
handed over to a teacher.

(6) School uniform must always be neat, no make-up whatsoever is entertained, except a
pair of small earrings for ladies and wristwatch.
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(7) Brown sandals (rubber or leather) is the only footwear allowed, sandals
with lose buckle will be treated as slippers.

(8) Male students should not grow beards 0r moustaches.

(9) Any student who damages school property or the property of other
students shall be made to pay for it.

(10) Students should have his/her school badge on his/her uniform, print
their admission number on the uniform, tuck in their shirt, brown beret,
could be use by girls.

(11) Every students must carry his/her identity card at all times to avoid embarrassment.

(12) All Students must belong to:

i. The Students Representative Council (SRC)

ii. Literary and Debating Society.

iii. Either the Christian or Muslim Society and

iv. Any one of the following:

(a) Young Farmers Club

(b) Jet/Vocational Club
(c) Press Club

(13) Students should dispose nylon, paper into the waste basket.

(14) Students should obtain permission before leaving the compound.

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(DISCIPLINE/ACTIONS WITH THEIR PUNISHMENT)

ACTS OF INDISCIPLINE WITH THEIR PUNISHMENTS AS

APPROVED BY THE MINISTRY OF EDUCATION

(1) Fighting Within Or Outside The School

1st instance: Public canning and manual labour for 1 week

2nd instance: Suspension from the school for 4 weeks

(2) Assault On Teacher Or Member Of Staff Of School Within Or Outside The

School
1st Instance: Public canning and suspension from school for 1 term
2 Instance:
nd
Indefinite suspension, crime to be referred to the Police if
tried and convicted should be dismissed from the school.

(3) Behaving Rowdy Or Causing Disturbance During The Examination Punishment:

Prevention to continue with the particular paper, public canning and 2 weeks manual
labour.

(4) Stealing

1st Instance: Public canning and manual labour for 2 weeks plus refund of
stolen good(s) and counseling.

(5) Truancy in School/Class

1st Instance: Public canning and counseling

2nd Instance: Suspension from lesson for 1 week and manual labour for 1
week in the school and counseling.

(6) Smoking cigarette/taking alcohol within or outside the school

1 Instance:
st
Suspension from class and manual labour for 2 weeks and
counseling.
2 Instance: Suspension from the school for 1 term.
nd

(7) Taking of hard drug e.g. Hemp or cocaine within or outside the school.
Punishment:
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Indefinite suspension, crime to be referred to the Police if tried and

convicted should be dismissed from school.

(8) Possession of prepared answer sheets scripts of life question or any examination
material which should not normally be in his possession.
Punishment:
Indefinite suspension, crime to be referred to the Police if tried and convicted should
be dismissed from school.

(9) Exchanging of paper or scripts with fellow candidates while examination is in

progress.
Punishment:
Prevention to continue with the particular examination, suspension from school for 1
term.

(10) Discussing with another candidate while examination is in progress.

Punishment:
Prevention to continue with the particular paper and public canning plus 2 weeks
manual labour.

(11) Use of charm on fellow students or member of staff of the school within or
outside the school or engagement in fetish activity or occult practice.
Punishment:
Dismissal from the school.

(12) Possession of dangerous weapons e.g. Gun, dagger, axe, pen-knife.

Punishment:
Indefinite suspension, crime to be referred to the Police and if tried and convicted
should be dismissed from school.

(13) Male student raping a fellow female student.

Indefinite suspension, crime to be referred to the Police and if tried and convicted
should be dismissed from school.

(14) Male student putting fellow female student in family way.

Punishment:
Dismissal of both female and male students from the school.

(15) Engaging in secret meeting within or outside the school.

Punishment:
Public canning and manual labour for 2 weeks in the school.

(16) Engaging in secret cult activity.

Punishment:
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Indefinite suspension, crime to be referred to the Police and if tried and convicted
should be dismissed from school.

1.3. Organogram of the school

Below is the organizational chart of Odu’a Comprehensive High School (Jnr.), Imoru-
Ijebu, Ijebu-Ode, Ogun State.

PRINCIPAL
VICE PRINCIPAL VICE PRINCIPAL
ADMIN/ACADEMICS (SPECIAL DUTY)

HOD (LANGUAGE) HOD(SCIENCE) HOD HOD

(VOCATIONAL) (ART/SOCIAL)

FORM HEAD FORM HEAD

(JUNIOR) (SENIOR)

TEACHING STAFF NON-TEACHINGSTAFF

PREFECTS

CLASS CAPTAIN

OTHER STUDENTS
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SECTION TWO

EXPERIENCE

This section focused on the personal experiences acquired during the practicum

exercise. Thus, this section is divided into three sub-sections; 2.1. Schedule of operations and

duties; 2.2. Knowledge Acquired; and 2.3. Working relationship with the staff.

2.1. Schedule of operations and duties

2.1.1. Schedule of operations

The schedule of operation in the organization were formal as it followed the order of a typical

school. The class timetables and the staff duty roster were the schedules that guided teachers’

operation. Therefore, what guided my operation in the school was the class timetable for JSS

3A and the duty roster.

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Below is the timetable for JSS 3A while the staff duty roster was not included in

this report due to logical reasons.

8:00 8:40 9:20 10:10 10:50 12:00 12:4 1:20

WEE 8:40 9:20 10:00 10:50 11:30 12:40 0 2:00
K 1:20
Civic Agri Mat Eng
MO Edu c French h Crs/Irs Lang P.H. B/Tech
N Sci E
Eng Home Home Bus Social
TUE Math Yo Lang Econs Econs P.H.E / Studies
r Stu
Hom Eng
WED Yor Mat C.C. e Histor Com Lan B/Sci
h A Econ y p g
s
Civi Bus
THU B/Tec Mat c Com Crs/ Stud Agri Histor
R h Edu p Irs c y

Social Fren Com Comp Agric

FRI Studie C.C. ch p B/ Yor Sci
s A Sci
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2.1.2. Duties

I resumed my practicum and teaching practice duties formally on Monday

17th January, 2022. Though I reported to the school earlier on Friday 14 th January 2022. The

principal of the school assigned me to handle teaching duties with JSS 3 while I worked

directly under her for some administrative tasks. I was introduced to my class teacher (Mrs.

Adeboye) who gave me the opportunity to indicate the subjects I will like to be handling

throughout my time there, while she will handle the remainder. The following subjects were

chosen by me and I taught them throughout. They include: Social Studies, and Civic

Education.

Apart from the teaching and learning duties, I performed other

administrative and auxiliary duties that were assigned to me by the head teacher, my class

teacher and other staff in the school. Since I was the assistant leader of the entire student-

teachers in the school, I performed some other duties to help them and ensure that their stay in

the school was a success. In conjunction with the leader, and the order by the principal, we

both assigned the student-teachers – including us certain duties and also passed relevant

information from the principal or the teachers to them (student-teachers).

Other duties I handled while I was there included the followings: I was tasked to assist

and co-organize the “Physical Health Exercise’’ every Wednesday morning (1 st and 2nd

period). I worked as part of the team that supervised the students during their examination. I

took active part in the uploading of the students’ examination results. I was assigned to select
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and drill some learners ( JSS 2 and JSS 3) for inter-class social science quiz competition and

several other duties.

I also took and recorded the students (JSS 2 and JSS 3) attendance every morning. I

performed many other duties that were assigned to me from time to time by the head teacher

and other staff.

2.2. Knowledge Acquired

The practicum and teaching practice exercises exposed me to so many knowledge. As a

matter of fact, I learned a lot of things during this period. Some of the things that I learned,

will help me professionally as an administrator or as a teacher.

Through my teaching practice, I learnt how to upload students’ test and examination

results on Ogun State Education Revitalization Agenda (OGSERA) portal; A secured

technology platform for reliable data collection and efficient management of basic schools in

Ogun State, through TAMS – An education technology solution provider with extensive

knowledge in the design, development and deployment of scalable and integrated Education

Management Information System (EMIS).

During my teaching practice, I participated in a training called Microsoft Educator

Program organized by Mr. Kayode Adewale, a Microsoft Innovative Educator (MIE) Expert,

and also he was the Best Senior Secondary School Teacher in Ogun State (2021).

The training is to develop the ability and capacity of ALL teachers, leaders, and staff to

continually transform their methods, adopt new technologies, and to continue as life-long
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learners. After this program, a Microsoft Innovative Educator certificate was issued to me,

and other qualified participants.

I also gained more experience on how to lead a group and apply different leadership

styles to peculiar situations. As the student-teacher assistant leader, I had twelve others to lead

and ensure that they related well with each other.

My problem solving and decision making skills were improved. I was assigned to settle

some disputes amongst the student-teacher, and as a result, I made decisions that were crucial

to resolving such conflicts and ensured peace amongst the student-teacher in the school.

I improved my classroom and chalkboard management skills during my time there.

When I started teaching, the way I wrote on the board was different from the way I wrote on

the fifth week. In the former, my writing was bending while in the latter, it was straight. My

host teacher (Mrs Adeboye) offered me guidance and improved my chalkboard skills until I

mastered the art.

2.3. Working Relationship with the staff

During my time in this school, I had a very good working relationship with the staff.

I assisted my class teacher seriously by ensuring that my selected subjects did not have

any lapses. I wrote my notes and as when due, and taught the students effectively. In my class

teacher’s absence, I made sure I cover also her areas and ensured that her absence was not

felt.

The head teacher was another staff I had very close working relationship with. She

assigned me duties, gave me instructions and guidelines for operations, she involved me in

some decision making and other such activities that were necessary for any formal

organization to run smoothly.

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I had good working relationship with every other teacher especially those we were assigned

to carry out a particular task as a group. Like for instance, when we were asked to drill

learners and select them for social science quiz competition, I was assigned to carry out this

task alongside with the class teacher of JSS 3.

And from the gifts and other items, I received, the comments teachers made, were

enough reasons to believe that I related well with every staff in the school.

SECTION THREE

ANALYSIS AND COMMENTS

This section deals with a thorough qualitative analysis of the organization in which I

conducted my practicum exercise. For the purpose of clarity, simplicity, and ease in the

understanding of this section, analyses and comments were organized under the following

sub-headings: 3.1. Formal and informal relationship; 3.2. Strengths of the organization; 3.3.

Weaknesses of the organization; 3.4. Suggestions for improvement and 3.5. Conclusion.

3.1. Formal and informal relationship.

3.1.1. Formal relationship

Formal relationship exists in every formal organization where rules and regulations

must be maintained. It is also in formal organization that the established hierarchy of authority

or bureaucracy must be given their due respect, honour and loyalty. Given this brief

background, I can say that the staff of this organization had and displayed formal relationship

with the Principal, Vice Principal and other fellow teachers in the school. Most of them came

to school very early and performed all the duties assigned to them by the Principal. They

worked cooperatively with each other in achieving set goals, and delivered messages across to
 24

each other as sent by either the Principal or other external supervisors. The Principal also

organized meetings where important matters which affected the school are discussed.

As a person, I maintained formal relationship with the staff, student-teachers and the

students of this school during my time with them.

I related formally with the Principal and the Vice Principal by ensuring that I acted and

performed duties according to their instructions. I made sure that all assigned tasks were

performed and on time. I brought to their notice, any information or suggestions that I

considered necessary and likely to promote the attainment of set goals. As the managers of

this school, the Principal and the Vice Principal also helped me a lot because through their

counsel, the task they assigned to me, their suggestions, guidance, comments, encouragement

and the overall exposure, I was able to perform duties which led to a significant increase and

improvement in my abilities and overall performance.

My host teacher (Mrs, Adeboye), was one person I respected a lot and worked closely with. I

related with her formally as well because I acted on her instructions especially those that led

to the performance of teaching and learning duties. I assisted her in teaching the students

certain subjects mentioned earlier in section two of this report. She on the other hand, made

sure she guided me where necessary. We worked together and instructed the learners in our

class, and made sure that we exhausted all the curriculum contents for second term. She often

called or text me when she cannot make it to school and I also made sure her complains

reached the Principal who will as well relate same to supervisors in case they were around.

I maintained good formal relationship with other staff in the organization. I made sure that

tasks assigned to us as a group, were jointly performed as a team.

With the student-teachers, since I was the assistant leader, I transferred all relevant

information from the Principal to them. I listened to their complaints and challenges and made
 25

sure that a solution was made available to them. I also offered them instructions and guidance

that I felt were necessary to ensure our overall success during their time here.

For the students, I ensured that I played my role as their teacher by teaching them and

attending to their questions. I loved them and I made sure that I offered them all the

information they needed to excel academically, and the ones they needed to develop into

meaningful individuals in the society. I gave learners who did well gifts and other items such

as pen, books, etc. as a means of encouraging their hard work. We communicated well, and

during free periods, I advice them academically.

3.1.2. Informal Relationship

By informal relationship, I mean those relationships we engaged in with other people that

were not too necessary for the attainment of organizational goals but that were very important

in making other workers feel a sense of love, belonging, and excitement. This included

grapevine communication and other activities geared towards staff welfare and mutual

understanding.

As an individual, I maintained informal relationship with my class teacher, and some

staff of the organization. Due to my close relationship with my class teacher, I visited her

from time to time. She believed and had so much confidence in me as an upcoming

administrator and as a consequence, she discussed many problems affecting the school with

me. I treated all informal discussions especially those involving other staff with total

confidentiality because it was a privilege to hear them and I was aware the Principal, and my

class teacher did not tell everyone such things. She also shared her personal administrative

experiences with me putting me in a better position to learn from her experiences. Sometimes
 26

she sought for my suggestions and counsel so as to see my own point of view. Where I can, I

suggested and where I am not experienced enough, I made her know.

I maintained informal relationship with my class teacher, some staff and some student

teachers. My class teacher and I were so closed that I got to know her academic and work

history. We also exchanged information relating to societal issues, marital issues, religious

issues, health issues and even some issues affecting the school. We also took photographs

together.

3.2. Strengths of the organization

The followings are some of the identified the strengths of this organization.

i. Good professional and quality teachers: The school have good quality teachers with a very

good knowledge of instruction and classroom management. As a matter of fact, all the

permanent staff of this secondary school are all degree holders and some master's degree

holders. The teachers here, are very friendly and willing to discharge their duties as well

as help young teachers like us to develop.

ii. A knowledgeable Principal: The Principal of the school is also a very knowledgeable

woman. She is well vested with good leadership and enviable administrative qualities. She

has good working relationship with her staff. She often made decisions that encouraged

her teachers to be willing to work and ready to accept responsibilities every time.

iii. Good geographical location: The mere location of the school was considered a strength by

me because, it provided good environment for teaching and learning to thrive. The

atmosphere is also conducive for extra-curricular activities.

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iv. Good rest rooms: The school also have good rest rooms for both the staff and students.

These rest rooms are often neatly kept by the students under the supervision, control and

guidance of the teachers on duty.

v. Adequate number of available Chalk/white board: The school also have adequate number

of white/chalk board. In terms of this, the school can boast a total of 14 boards (11 chalk

and 4 white boards), with each class having a minimum of at least two boards.

vi. A large land mass: The school is also blessed with a large land mass for expansion and

other purposes, including the school general garden, and there is still enough space for

learners to play and run about.

3.3. Weaknesses of the organization

The organization also have some weaknesses which from my observations, are capable of

hindering it from achieving her set goals. Some of the perceived weaknesses include:

i. Insufficient buildings: the school from inception till now, possess only a meagre amount

of 3 blocks. This few blocks house the entire classrooms and offices. The three buildings

are not enough because streams that were supposed to operate independently under an

ideal condition, are merged in one classroom. Such is the case with the library and staff

room.

ii. Dilapidated buildings: Even when the school had few buildings available, many of them

are faded and worn out. Only one block can be reported to be in a good state while the

other two buildings are either having one fault, or the other. Some poor qualities

associated with these two blocks include unplastered pillars and walls, bad doors or

windows, etc. All these contributed to hinder the teaching and learning process.
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iii. No source of electrical power: In the 21stcentury, one expects every school to be digital.

There are no direct electrical poles linked to the school and the school does not own any

generating set of any kind. The implication is that learners learn under a high temperature

which can limit the function of their cognitive domain. Many teachers as a result cannot sit

in their staff room during breaks to relax, instead they move their seats to tree shades as a

means of getting fresh air or oxygen.

iv. Inadequate teaching and learning materials: Teaching and learning materials such as

textbooks, charts, tables, desk etc. are not provided, the school library is poorly equipped

as it does not contain good and quality textbooks that suit the needs of teachers and

learners. The number of desk available to learners are not in the same proportion with the

number of learners available in the school. Hence, in some classes, learners sit up to five

in one desk. These shortages in the supply of resources cannot make for a good learning

atmosphere.

v. Non-equipped computer laboratory: With the development and advancement in

technology, one expects every school to own and manage an equipped and working

computer laboratory that will be used to train learners in the practical aspect of computing.

This school computer laboratory does not own a working computer system.

3.4. Suggestions for improvement

The follow suggestions below have been put forth with the hope that if properly adhered to

or followed, will lead to an improvement in the organization.

i. The Government, other NGOs and the school Alumni should make provisions of

buildings and other necessary infrastructure. This will eliminate the problem of
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shortages in buildings and ensure that the organization have enough physical structures

to run smoothly.

ii. The school administrators, teachers, learners, as well as the public must maintain a good

attitude towards all the facilities in the school. It was revealed that some facilities went

bad due to poor usage from individuals within and outside the school.

iii. The government should inspect the school plant as much as they inspect teachers so as to

detect bad buildings and take note of their replacement or repairs.

iv. The government and Imoru community should assist this school with electricity which

will in turn enhance and promote a good teaching and learning environment. The Parent

Teachers Association (P.T.A) can help by providing a generating set or a small power

plant for the school.

v. More provisions of teaching and learning materials such as computers, textbooks, charts,

should be provided, desks for pupils etc. should be provided to enable the teachers in the

school discharge their duties effectively.

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3.5. Conclusion

Summarily, I will conclude by saying that this exercise is very interesting and

educative. It is something every student should take seriously rather than contemptuously. The

experience derived during this period of time has expanded further, my administrative

knowledge and competence. It offered me the opportunity to apply the theoretical knowledge

acquired while in school. I was able to see for myself easily, those things lecturers were

struggling to explain for my understanding. I have made new friends, connections and some

lifetime relationship while here.

Therefore, I will not hesitate to recommend that this course be continued in this

department, as it enables undergraduates to practically demonstrate what they have been

taught on how to plan, organize, direct and carryout other administrative duties.