Utility of Henri Fayols Fourteen Principles in the Administration

213473

International Journal of Education and Research Vol. 5 No. 6 June 2017

103
Utility of Henri Fayol's Fourteen Principles in the Administration Process of

Secondary Schools in Tanzania

Yazidu Saidi Mbalamula1a

Majiyd Hamis Suru a

Abdallah Jacob Seni b

a Department of Educational Management and Policy Studies b Department of Educational Foundations and Continuing Education

The University of Dodoma, Dodoma, Tanzania

Abstract

The Administrative theory developed by Henri Fayol is among the notable classical theoretical frameworks of

management in social organizations including schools. This study pursued an understanding of the utility of Henri

Fayol's 14 principles of administration among managers of secondary schools in Tanzania focusing on the nature of

leadership and the perceived significance of the principles on daily management processes among school managers. A

cross-sectional survey was adopted to collect data using questionnaires from 68 school managers across 32 secondary

schools in three regions of Tanzania Mainland. The data collected were analyzed using Statistical Package for Social

Sciences. The findings revealed that a relatively large number of school managers have had leadership experience, but

many are still juniors with stumpy leadership in-service training. Further, the division of labour was identified to be of

critical importance in the administration process in secondary schools. In addition, School Managers perceived

structural principles as most important followed by process principles, and purpose principles. The study concludes that

the structure of schools' administration is indispensable for successful implementation of the purported objectives and

goals of school organization. Keywords: Administrative Theory, Leadership, Management, School Managers, Fayol Principles

Introduction

Management is invariably defined as an art and science of handling human and other material resources in organizations including schools (Ferdous, 2016; Araújo, Sampaio, Castro, Pinheiro, Macedo, 2014; Poudyal, 2013). In that regard, management is a lynch-pin of all activities that are essential ingredients to guarantee positive results of pre-determined objectives and goals of organization (Uzuegbu & Nnadozie, 2015). The administrative theory is among the notable orthodox theoretical frameworks describing management process in social organizations, and schools are no exception (Sarker, 2013; Mahmood, Basharat & Bashir, 2012). Henri Fayol who is also dubbed the father of management has had much influence in the development of administrative theory during industrial era, particularly 19th to 20th century (Sarker, 2013; Mahmood, Basharat &

1 Corresponding Author, mr.ysaidi@hotmail.com

ISSN: 2411-5681 www.ijern.com

104

Bashir, 2012). Fayol described the administrative theory in fourteen principles in his popular

master-script Administration Industrielle et Generale published in 1916 (Shakir, 2014; Sarker,

2013; Poudyal, 2013; Aman et. al, 2012; Rahman, 2012; Schimmoeller, 2012; Wren, Bedeian &

Breeze, 2002; Rodrigues, 2001; Breeze, 1995; Lehrer, 1993).

The principles have had substantial impact on management operations in virtually all kinds of

organizations (ė Oyedele, 2015; Rahman, 2012; Wren, Bedeian & Breeze, 2002). Evidently, Fayol's principles are regarded the fundamental base ascribed in core management functions including forecasting, organizing, command, coordinate and control (ė Oyedele, 2015; Kwok, 2014; ă Adegboye, 2013; Rahman, 2012; McNamara, 2009; Galabawa, 2001). Similarly, the principles have been applied in various administrative processes including those related to technical, commercial, security, accounting, financial, and managerial nature in management of organizations (ė Araújo et al, 2014; Mehta & Yadav, 2014; Thorpe, 2014; Poudyal, 2013; Adegboye, 2013; Rahman, 2012; Schimmoeller, 2012; Wren, Bedeian & Breeze, 2002).

The consequent wider scope of use of the principles reflects their significant utility in all

organizations including the school systems (Poudyal, 2013; Adegboye, 2013; Schimmoeller, 2012). However, educational management as discipline remains pluralist often with competing perspectives within and with other fields of management, and as much as what Fayol had experienced such a contradiction in administrative theoretical and practical utility of the fourteen principles in industrial setting (Bush, 2007; Wren, Bedeian & Breeze, 2002). To date, secondary school managers are likely to demonstrate similar contradictory experience in using the fourteen principles due to their imminent perceptions on based theory and practice within school settings. Therefore, utility of the Fayol's 14 principles in management process is contingent to managers' perceived importance of the principles in respective school management settings. The contention

sets forth the need for further study as Galabawa (2001) pointed out on the need to further

understand on conflicting perception on the theory and roles of principals consistently overtime a subject to practice and experience, age, experience, and administration position. Such studies are

imperative to understand and improve schools' administration since school's success is largely

influenced by the manner in which the school managers perceives and performs their work (Oduro,

2016). According to Basheka (2012) such studies are imperative and equally to be conducted in

education settings as they would contribute to comprehensive theory of management in education contexts (Basheka, 2012).

Purpose of the Study

Based on available literature, Fayol's 14 principles of management are still as relevant in

administration of organizations today as was in the heyday of management principles in the 1916 (Mahmood, Basharat & Bashir, 2012; Sarker, 2013). Research for further understanding has been commendable to inquire for efficacy of the principles in response to varied needs of individual organizations including those in educational setting (Uzuegbu & Nnadozie, 2015). This study aimed

International Journal of Education and Research Vol. 5 No. 6 June 2017

105
to investigate on perceived importance of Fayol's 14 principles among school managers involved in administration of secondary schools in Tanzania. Two objectives were adopted, to examine the generic nature of school leadership experiences of school managers, and their perceptions on use significance of the 14 principles in school management processes. Therefore, two questions were used to pursue the two objectives of the study:

1) What is the generic nature of leadership experiences among school managers in secondary

schools in Tanzania?

2) How do school managers perceive the Fayol's 14 principles of management significant for

the administration process in Tanzania?

Research Methodology

A survey was conducted in three (3) regions of Mtwara, Shinyanga and Tanga, which are all located in Tanzania mainland. The three regions selected, represented southern, northern and coastal in

terms of their regional locations. Close-ended questionnaires were used to collect data from selected

secondary schools in the three regions. The sample size was 68 school managers who completely

filled 68 questionnaires across 32 secondary schools located in the three regions. The data collected

were analyzed using descriptive statistics, mean and standard deviations.

Study Demography

Table 1: Demographic Characteristics of the Respondents

Respondents Category Number (n) Percentage (%)

School Managers

Head of school 25 36.8

Deputy Head of School 13 19.1

Academic Master 12 17.6

Head of Department 11 16.2

Discipline Master 7 10.3

Gender Male 43 63.2

Female 25 36.8

Chronological Age

25-35 years 36 52.9

36-46 years 24 35.3

47-57 years 8 11.8

Education Level

Master Degree 4 5.9

Bachelor Degree 56 82.4

Diploma 8 11.8

Teaching Experience

1-5 years 30 44.1

6-10 years 19 27.9

11-15 years 10 14.7

16-20 years 2 2.9

21-25 years 4 5.9

26-30 years 3 4.4

Table 1 presents demographical information of the 68 school managers who were surveyed during the study. In terms of gender disparity, the data shows majority of the respondents were males constituting about 63.2% (n=43) and females only about 36.8% (n=25). This indicates males rather

ISSN: 2411-5681 www.ijern.com

106
than females are dominant in school management positions. By chronological age of the respondents, 52.9% were between 25-35 years, 35.3% were between 36-46 years, and 11.8% were beyond 46 and not above 57 years old. Comparatively, the data show that majority (52.9%) of the school managers were still younger. In addition, focusing on the education level, the data show that 5.9% (n=4) of the school managers hold Master degree qualification, 82.4% (56) with Bachelor degree, and 11.8% (n=8) had Diploma Certificate in Teaching. The descriptive information shows that, majority of school managers have

had attained the lowest of the highest education level qualification. Despite the educational setting

International Journal of Education and Research Vol. 5 No. 6 June 2017

103
Utility of Henri Fayol's Fourteen Principles in the Administration Process of

Secondary Schools in Tanzania

Yazidu Saidi Mbalamula1a

Majiyd Hamis Suru a

Abdallah Jacob Seni b

a Department of Educational Management and Policy Studies b Department of Educational Foundations and Continuing Education

The University of Dodoma, Dodoma, Tanzania

Abstract

The Administrative theory developed by Henri Fayol is among the notable classical theoretical frameworks of

management in social organizations including schools. This study pursued an understanding of the utility of Henri

Fayol's 14 principles of administration among managers of secondary schools in Tanzania focusing on the nature of

leadership and the perceived significance of the principles on daily management processes among school managers. A

cross-sectional survey was adopted to collect data using questionnaires from 68 school managers across 32 secondary

schools in three regions of Tanzania Mainland. The data collected were analyzed using Statistical Package for Social

Sciences. The findings revealed that a relatively large number of school managers have had leadership experience, but

many are still juniors with stumpy leadership in-service training. Further, the division of labour was identified to be of

critical importance in the administration process in secondary schools. In addition, School Managers perceived

structural principles as most important followed by process principles, and purpose principles. The study concludes that

the structure of schools' administration is indispensable for successful implementation of the purported objectives and

goals of school organization. Keywords: Administrative Theory, Leadership, Management, School Managers, Fayol Principles

Introduction

Management is invariably defined as an art and science of handling human and other material resources in organizations including schools (Ferdous, 2016; Araújo, Sampaio, Castro, Pinheiro, Macedo, 2014; Poudyal, 2013). In that regard, management is a lynch-pin of all activities that are essential ingredients to guarantee positive results of pre-determined objectives and goals of organization (Uzuegbu & Nnadozie, 2015). The administrative theory is among the notable orthodox theoretical frameworks describing management process in social organizations, and schools are no exception (Sarker, 2013; Mahmood, Basharat & Bashir, 2012). Henri Fayol who is also dubbed the father of management has had much influence in the development of administrative theory during industrial era, particularly 19th to 20th century (Sarker, 2013; Mahmood, Basharat &

1 Corresponding Author, mr.ysaidi@hotmail.com

ISSN: 2411-5681 www.ijern.com

104

Bashir, 2012). Fayol described the administrative theory in fourteen principles in his popular

master-script Administration Industrielle et Generale published in 1916 (Shakir, 2014; Sarker,

2013; Poudyal, 2013; Aman et. al, 2012; Rahman, 2012; Schimmoeller, 2012; Wren, Bedeian &

Breeze, 2002; Rodrigues, 2001; Breeze, 1995; Lehrer, 1993).

The principles have had substantial impact on management operations in virtually all kinds of

organizations (ė Oyedele, 2015; Rahman, 2012; Wren, Bedeian & Breeze, 2002). Evidently, Fayol's principles are regarded the fundamental base ascribed in core management functions including forecasting, organizing, command, coordinate and control (ė Oyedele, 2015; Kwok, 2014; ă Adegboye, 2013; Rahman, 2012; McNamara, 2009; Galabawa, 2001). Similarly, the principles have been applied in various administrative processes including those related to technical, commercial, security, accounting, financial, and managerial nature in management of organizations (ė Araújo et al, 2014; Mehta & Yadav, 2014; Thorpe, 2014; Poudyal, 2013; Adegboye, 2013; Rahman, 2012; Schimmoeller, 2012; Wren, Bedeian & Breeze, 2002).

The consequent wider scope of use of the principles reflects their significant utility in all

organizations including the school systems (Poudyal, 2013; Adegboye, 2013; Schimmoeller, 2012). However, educational management as discipline remains pluralist often with competing perspectives within and with other fields of management, and as much as what Fayol had experienced such a contradiction in administrative theoretical and practical utility of the fourteen principles in industrial setting (Bush, 2007; Wren, Bedeian & Breeze, 2002). To date, secondary school managers are likely to demonstrate similar contradictory experience in using the fourteen principles due to their imminent perceptions on based theory and practice within school settings. Therefore, utility of the Fayol's 14 principles in management process is contingent to managers' perceived importance of the principles in respective school management settings. The contention

sets forth the need for further study as Galabawa (2001) pointed out on the need to further

understand on conflicting perception on the theory and roles of principals consistently overtime a subject to practice and experience, age, experience, and administration position. Such studies are

imperative to understand and improve schools' administration since school's success is largely

influenced by the manner in which the school managers perceives and performs their work (Oduro,

2016). According to Basheka (2012) such studies are imperative and equally to be conducted in

education settings as they would contribute to comprehensive theory of management in education contexts (Basheka, 2012).

Purpose of the Study

Based on available literature, Fayol's 14 principles of management are still as relevant in

administration of organizations today as was in the heyday of management principles in the 1916 (Mahmood, Basharat & Bashir, 2012; Sarker, 2013). Research for further understanding has been commendable to inquire for efficacy of the principles in response to varied needs of individual organizations including those in educational setting (Uzuegbu & Nnadozie, 2015). This study aimed

International Journal of Education and Research Vol. 5 No. 6 June 2017

105
to investigate on perceived importance of Fayol's 14 principles among school managers involved in administration of secondary schools in Tanzania. Two objectives were adopted, to examine the generic nature of school leadership experiences of school managers, and their perceptions on use significance of the 14 principles in school management processes. Therefore, two questions were used to pursue the two objectives of the study:

1) What is the generic nature of leadership experiences among school managers in secondary

schools in Tanzania?

2) How do school managers perceive the Fayol's 14 principles of management significant for

the administration process in Tanzania?

Research Methodology

A survey was conducted in three (3) regions of Mtwara, Shinyanga and Tanga, which are all located in Tanzania mainland. The three regions selected, represented southern, northern and coastal in

terms of their regional locations. Close-ended questionnaires were used to collect data from selected

secondary schools in the three regions. The sample size was 68 school managers who completely

filled 68 questionnaires across 32 secondary schools located in the three regions. The data collected

were analyzed using descriptive statistics, mean and standard deviations.

Study Demography

Table 1: Demographic Characteristics of the Respondents

Respondents Category Number (n) Percentage (%)

School Managers

Head of school 25 36.8

Deputy Head of School 13 19.1

Academic Master 12 17.6

Head of Department 11 16.2

Discipline Master 7 10.3

Gender Male 43 63.2

Female 25 36.8

Chronological Age

25-35 years 36 52.9

36-46 years 24 35.3

47-57 years 8 11.8

Education Level

Master Degree 4 5.9

Bachelor Degree 56 82.4

Diploma 8 11.8

Teaching Experience

1-5 years 30 44.1

6-10 years 19 27.9

11-15 years 10 14.7

16-20 years 2 2.9

21-25 years 4 5.9

26-30 years 3 4.4

Table 1 presents demographical information of the 68 school managers who were surveyed during the study. In terms of gender disparity, the data shows majority of the respondents were males constituting about 63.2% (n=43) and females only about 36.8% (n=25). This indicates males rather

ISSN: 2411-5681 www.ijern.com

106
than females are dominant in school management positions. By chronological age of the respondents, 52.9% were between 25-35 years, 35.3% were between 36-46 years, and 11.8% were beyond 46 and not above 57 years old. Comparatively, the data show that majority (52.9%) of the school managers were still younger. In addition, focusing on the education level, the data show that 5.9% (n=4) of the school managers hold Master degree qualification, 82.4% (56) with Bachelor degree, and 11.8% (n=8) had Diploma Certificate in Teaching. The descriptive information shows that, majority of school managers have

had attained the lowest of the highest education level qualification. Despite the educational setting