1. Educational administration, like women’s fashions, keeps changing from time to time. In Nigeria, especially, the changes come in avalanches that make people speak about a series of ‘’educational revolutions’’. The corp’s teacher will discover that many administrative practices in schools and colleges are no longer what they used to be when he was at that stage and must learn fast to adapt him/herself to the dynamic processes.

FACTORS OF CHANGE

2. The most remarkable among the observable changes is perhaps the increased Government participation and investment in education. Education has been accepted in the federal Government came out with a ‘’National Policy on Education’’, the most up-to-date document which clarifies the objectives of education at the various levels thus removing many contradictions, ambiguities and lack of uniformity in educational practice in the different parts of the Federation. Other noticeable changes are:
(a) The increasing number of schools as well as the multi-stream growth of such schools;
(b) The lowering of the entry age of entrants to the schools and colleges, and subsequently more problems of adolescents;
(c) Increasing cost of maintaining school facilities :buildings, furniture, equipment, school vans etc; (d) Increasing emphasis on paper qualification and the pupils urge to obtain certificates at all costs including cheating if they have such loop holes;
(e) Continual expansion of school curriculum to cater for the various needs of pupils and the vogue for ‘’comprehensive’’ education even where the facilities are not available;
(f) Changes in social attitude o authority, bringing in its wake the need for new approaches to discipline in the institutions. All the above changes which are not peculiar to any State have necessitated a rethinking about fundamental objectives of education.

3. Reference has been made to the National Policy on Education. Among its striking features are the far-reaching and wider concepts of education which have been adopted and the redefinition of educational objectives in practical and comprehensive terms. It is important that corp’s teachers have greater insights into the real aims of Education at the secondary school level are enumerated to include the:
(a) Preparation for useful living within the society;
(b) Preparation for higher education. The secondary school is also expected to:
(I) Raise a generation of people who can think for themselves, respect the views and feelings of others, respect the dignity of labour and appreciative the nation’s values;
(ii) Foster common ties among Nigerians;
(iii) Inspire its students with a desire for achievement and self-improvement both at school and later life and so on.

4. It is necessary also that corp’s members who teach in colleges know the purpose of Teacher Education stated as follows:
(a) To produce highly motivated, conscientious and efficient classroom teachers.
(b) To encourage further the spirit of enquiry and creativity in teachers;
(c) To help teachers to fit into social life of the community and society at large.
(d) To provide teachers with the intellectual and professional background adequate for their assignment etc.

ORGANIZATIONAL STRUCTURE

5. Despite the fact that the concepts of education and the level of Government intervention have led to racial changes, the hierarchical structure for administration of school has not changed much over the years.
(a) At the apex of this hierarchy in the state is the ministry of education. The ministry manages directly the Teachers Colleges, Government Secondary Schools and Government Technical Colleges. The Ministry is also responsible for quality control, students’ admission and discipline in all Schools and colleges.
(b) Most ‘’ voluntary secondary schools are managed-by the state schools Board.
(c) In all such institutions, the principal is responsible for day -to-day Administration. He/she ensures that the general policy of the government is effectively carried out. He/she is assisted by the Vice-principal, Head of Department, the teaching staff and the student executives.
(d) Another group of people who are very essential to the smooth administration in the Institutions is the ‘’non-teaching staff. They comprise the Warden/Matron, Executive officers in charge of Finance and Administration, Typists, Cooks, Night watchmen, Gate men and Laborers.
Source:http://www.nyscdiaries.com.ng/2017/01/5-adminstratve-practices-in-secondary.html