EDUCATIONAL DECENTRALIZATION AND SECONDARY SCHOOLS PERFORMANCE IN CROSS RIVER STATE, NIGERIA

Abstract

Educational decentralization has gained significant attention in developing countries due to its potential to enhance school effectiveness. By granting local stakeholders’ greater autonomy, decentralization enables decisions that reflect the specific needs and contexts of schools, ultimately leading to improved resource utilization, accountability, and student performance. This study investigated the relationship between educational decentralization and secondary school performance in Cross River State, Nigeria, focusing on administrative, financial, and curriculum decentralization. Guided by three research questions and three null hypotheses, the study employed a correlational research design. The population consisted of all 303 principals of public secondary schools across the state’s three educational zones. A census approach was adopted due to the small population size. Data were gathered using a researcher-developed instrument titled Educational Decentralization and Secondary Schools’ Performance Questionnaire (EDSSPQ), structured on a four-point Likert scale. The instrument was validated by three experts in Educational Management and Measurement and Evaluation, and reliability testing using Cronbach’s Alpha produced values between .83 and .85, indicating strong internal consistency. To analyze the data, Pearson Product Moment Correlation was used for answering research questions, while simple linear regression tested the hypotheses at a 0.05 level of significance using SPSS version 27. Results showed that administrative, financial, and curriculum decentralization significantly predicted secondary school performance. The study concluded that educational decentralization positively influences school outcomes: administrative autonomy improves responsiveness and accountability, financial decentralization enhances resource management, and curriculum flexibility allows for relevant instructional practices. It was recommended that financial decentralization be institutionalized through clear policies, training, and transparent monitoring systems, enabling schools to respond promptly to local needs and improve teaching and learning conditions.