CHAPTER ONE INTRODUCTION
1.1 Background to the Study
Secondary education which serves as a link between primary and tertiary levels, is vital to national development. Resource allocation at this level is very vital to achievement of educational objectives and increase leadership performance. In ether words, leadership produces change that includes establishing direction through visioning, aligning people with the vision and strategies; motivating and inspiring staff. Resource allocation is a process and strategy involving an organisation deciding where scarce resources should be used in the production of goods or services. The study of educational resource allocation has traditionally focused on the distribution of state and federal revenues among schools with particular attention to equity in school funding.
Fairness in resource allocation is not only important for ensuring equity in education opportunities, it is also related to the performance of the education system as a whole. But in many school systems, resources are not allocated equitably regardless of their socio-economic profile. On average, disadvantaged schools tend to have smaller classes, they also tend to be more likely to suffer from teacher shortages, and shortages or inadequacy of educational materials and physical infrastructure, than advantaged schools (Pablo, 2014). Also in general, schools with more socio-economically disadvantaged students tend to have lower-quality resources than schools with more advantaged students.
The sustenance of qualitative secondary education depends largely on the adequate allocation of physical and material resources in the schools; such as physical facilities like spacious and well ventilated classrooms, adequately equipped laboratories and technical workshops, well-stocked libraries, assembly halls, recreational ground, farm
land, gymnasia, health centers, counseling rooms, staff offices and conveniently placed urinals and latrines with sufficient allocation of material resources which are made up of items of furniture, laboratory materials (consumable and nonconsumable), motor vehicles, instructional tools, books and other stationery items as well as utilities such as electric power, gas and potable water in the schools will enhance organizational performance; and most important, effectiveness in achieving desired outcomes (David & Yongmei, 2012).
This assumes that qualitative secondary education can be effectively sustained if the schools are well funded. As succinctly put by Afolabi, Oyewusi and Ajayi (2008), ―the success of any secondary school depends upon the resources available to it. Money is very important in this respect because by it, all other vital elements in the school can be obtained such as buildings, purchase of equipment, payment of teachers‘ salaries and allowances and running expenses‖.