PRACTICES AND CHALLENGES OF EDUCATIONAL MATERIAL

RESOURCES MANAGEMENT IN GOVERNMENT

SECONDARY SCHOOLS OF KAFFA ZONE

BY

BIRTUKAN DEJENE KETO

COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES

DEPARTMENT OF EDUCATIONAL PLANNING

AND MANAGEMENT

NOVEMBER, 2021

JIMMA UNIVERSITY, ETHIOPIA

PRACTICES AND CHALLENGES OF EDUCATIONAL MATERIAL RESOURCES
MANAGEMENT IN GOVERNMENT SECONDARY SCHOOLS OF KAFFA ZONE
BY
BIRTUKAN DEJENE KETO
JIMMA UNIVERSITY
COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES
DEPARTMENT OF EDUCATIONAL PLANNING
AND MANAGEMENT

A THESIS SUBMITTED TO JIMMA UNIVERSITY, COLLEGE OF EDUCATION AND

BEHAVIORAL SCIENCES, DEPARTMENT OF EDUCATIONAL PLANNING AND
MANAGEMENT IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
DEGREE OF MASTERS OF ART IN SCHOOL LEADERSHIP

ADVISORS
MAIN ADVISOR: TADESSE REGASA (DR.)
CO- ADVISOR: ABUNU AREGA (DR.)
 DECLARATION
The researcher hereby declares that the thesis on the title, “Practice and Challenges of
Educational Material Resources Management in Government Secondary Schools of Kaffa
Zone”, is his original work and that all sources that have been referred to and quoted have been
dully indicated and acknowledged with complete references.

Name- Birtukan Dejene

Keto Sign.
Date

This thesis has been submitted for examination with my approval as the university
advisor. Main advisor
Name: Tadesse Regasa (Dr.)
Sign
Date

Co- advisor
Name: Abunu Arega (Dr.)
Sign
Date

Place: Jimma University

College of Education and Behavioral Sciences
Department of Educational Planning and Management
Date of submission
 APPROVAL SHEET

JIMMA UNIVERSITY

COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES

DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT

The thesis on the title “Practice and Challenges of Educational Material Resources Management
in Government Secondary Schools of Kaffa Zone” is done by Birtukan Dejene Keto

Board of approval:

Chairman Signature Date

Main Advisor Signature Date

External examiner Signature Date

Internal examiner Signature Date

ACKNOWLEDGMENTS
Above all, I would like to thanks to the Great God for safeguard of my life and giving me the
opportunity to pursue a post-graduate program in Jimma University and for providing good heath to
me during the entire period of my studies and for future.

First and foremost, I would like to express my heartfelt thanks to my lovely advisors Dr. Tadesse
Regasa and Dr. Abunu Arega . I really cannot put into words how incredibly grateful I am for
everything he have done for me. For everything he have taught me and for their professional
advice and constructive criticisms in my attempts to make this work a success, I sincerely thank
them.

Secondly, I have expressed my sincere love and appreciation for my husband. For his moral
support and encouragement, and also his efforts to overcome various challenges which affect my
work as well as the life of the family.

Lastly, but not least, I also express my genuine thanks to the six secondary school principals,
teachers, supportive staff and PTSA members of Kaffa zone. Finally, I would like to extend my
thanks to all my colleagues, who offered me moral and technical support throughout my work.

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TABLE OF CONTENTS

Contents Pages
ACKNOWLEDGMENTS................................................................................................................i

TABLE OF CONTENTS................................................................................................................ii

LIST OF TABLES...........................................................................................................................v

ACRONYMS AND ABBREVIATIONS......................................................................................vii

ABSTRACT...................................................................................................................................viii

CHAPTER ONE..............................................................................................................................1

INTRODUCTION...........................................................................................................................1

1.1 Background of the Study..............................................................................................................1

1.2 Statement of the Problem...........................................................................................................3
1.3 Objectives of the Study................................................................................................................7
1.3.1 General Objective of the Study............................................................................................7

1.3.2 Specific Objectives of the Study...........................................................................................7

1.4 Significance of the Study..............................................................................................................7

1.5 Delimitation of the Study.............................................................................................................8
1.6 Limitation of the Study......................................................................................................................8
1.7Operational Definition of Key Terms..................................................................................................9
1.8 Organization of the Study............................................................................................................9
CHAPTER TWO: REVIEW OF RELATED LITERATURE......................................................12

2.1 Overview of Education Resources..............................................................................................12

2.2Concept of Material Resource Management....................................................................................13
2.3 Classification of Educational Material Resources.......................................................................15
2.4 Types of Educational Material Resources..................................................................................15
2.4.1 Instructional Material Resources.......................................................................................16

2.4.2 Textbooks and Teaching Guide..........................................................................................16

2.4.3 The Library Reference and Reading Materials...................................................................17

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 2.4.4 Technological Material Resources.....................................................................................17

2.5 Educational Material Resource Management............................................................................18

2.5.1 Educational Material Requirement Planning.....................................................................19

2.5.2 Educational Material Resource Allocation.........................................................................20

2.5.3 Educational Material Store Management..........................................................................21

2.5.4 Educational Material Resource Codification......................................................................22

2.5.5 Purchasing of Educational Material Resources..................................................................22

2.5.6 Distribution of Material Resources....................................................................................23

2.5.7 Disposing Unused Educational Material Resource.............................................................24

2.5.8 Inventory Control and Utilization of Material Resource.....................................................25

2.5.9School Principals and Proper Management of Educational Material Resources........................26

2.6 Factors Affecting the Practice of Educational material Resource Management........................26

2.6.1 The Principals’ Leadership Skill and Knowledge..................................................................26

2.6.2 Unplanned Usage of Educational Material Resources.......................................................27

2.6.3 Unplanned Educational Material Resources Purchasing System.......................................27

2.6.4 Low Saving Habit of Educational Material Resource..........................................................27

2.6.5 The Interference of Top Managers in the School’s Budget and Material Management....28

2.6.6 The Shortage of School Budget..........................................................................................28

2.6.7 High Costing of Educational Resources..............................................................................29

2.6.8 Disposing Unused Material resources................................................................................29

2.6.9 Lack of well Inventory Control and Utilization of Material Resources...............................30

CHAPTER THREE : RESEARCH DESIGN AND METHODOLOGY......................................33

3.1 Research Design.........................................................................................................................33

3.2 Research Methods.....................................................................................................................33
3.3 Sources of Data..........................................................................................................................34
3.3.1 Primary Sources of Data.....................................................................................................34

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 3.3.2 Secondary Sources of Data................................................................................................34

3.4 Population, Sample Size and Sampling Techniques...................................................................35

3.5 Data Collection Instruments......................................................................................................36
3.5.1 Questionnaires...................................................................................................................36

3.5.2 Interview............................................................................................................................37

3.5.3 Document Analysis.............................................................................................................38

3.6 Validity and Reliability Check.....................................................................................................38

3.6.1 Validity Check.....................................................................................................................38

3.6.2 Reliability Check.................................................................................................................38

3.7 Data Collection Procedures........................................................................................................39

3.8 Methods of Data Analysis..........................................................................................................40
3.9 Ethical Considerations...............................................................................................................41
CHAPTER FOUR.........................................................................................................................42

DATA PRESENTATION, ANALYSIS AND INTERPRETATION...........................................42

4.1 Introduction...............................................................................................................................42
4.2 Characteristics of the Respondents...........................................................................................43
4.3 Analysis of Data.........................................................................................................................44
4.3.1 Practice of Educational Material Resource Management..................................................44

4.3.2 Management of Material Purchasing.................................................................................44

4.3.3 Management of Materials Storage...........................................................................................49

4.3.4 Distribution of Material Resources....................................................................................54

4.3.5 Management of Educational Material Resources Planning and Utilization.......................56

CHAPTER FIVE...........................................................................................................................70

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS.................................................70

5.1 Summary....................................................................................................................................70
5.2 Conclusions................................................................................................................................73
5.3 Recommendations...........................................................................................................................74

iv
REFERENCES..............................................................................................................................76

APPENDICES.................................................................................................................................1

v
LIST OF TABLES
Tables Pages

Table 1: Sample Size and Sampling Technique............................................................................36

Table 2: Reliability Test of Cronbach’s Alpha (α)........................................................................38

Table 3: Characteristics of Respondents........................................................................................43

Table 4: Opinions on Material Resource Purchasing Plan...........................................................44

Table 5: Views on Practices of Storing Material Resources..........Error! Bookmark not defined.

Table 6: Distribution of Material Resources..................................................................................54

Table 7: Understandings on Management of Material Resource Planning and Utilization..........56

Table 8: Perception on Management of Inventory Controlling System........................................63

Table 9: Management of Unused Material Disposal.....................................................................65

Table 10: Factors Affect Educational Materials Management in Secondary Schools...........Error!

Bookmark not defined.

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ACRONYMS AND ABBREVIATIONS
DFID: Department for International Development
EMI: Educational Material Improvement
EMPDA: Educational Material Production and Distribution Agency
ESDP: Education Sector Development Program.
ETP: Education and Training Policy
FDRE: Federal Democratic Republic of Ethiopia
GEQIP: General Education Quality Improvement Program
ICT: Information Communication Technology
KETB: Kebele Education and Training Board
MoE: Ministry of Education
MOFED: Ministry of Finance and Economic Development
NGO: None Governmental Organization
NTI: National Teachers Institute
PTSA: Parent Teacher and Student Association.
REB: Regional Education Bureau
SNNPRS: South Nation, Nationalities and Peoples’ Regional State
SPSS: Statistical Package for the Social Sciences
UNESCO: United Nations Educational Scientific and Cultural Organization.
WEO: Woreda Education Office

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ABSTRACT
The purpose of this study was to investigate the practice and challenges of educational material resources
management in government secondary schools of Kaffa zone. To achieve the stated objective of the study,
descriptive survey research design was employed in this study and a mixed method was used to conduct the
study. Questionnaires of both closed and open-ended questions were designed and distributed to collect
data from 106 teachers and 60 school leaders(principals, unit leaders and department heads) were
selected by using simple random sampling techniques. unstructured interviews were also conducted with 6
PSTA chairman, 6 store keepers and 3 WEO,Becouse,away to understand the complex behaviorof people
without imposing any aprior categorization which might limit the field of inquiry(punch 1998). Document
analysis was also a part of this study. The quantitative data were analyzed using descriptive (mean and
standard deviation) and inferential statistics of independent sample (t-test) while the qualitative data (open
ended questions, documents analysis and interview) were analyzed using content analysis approach. The
finding of the study found that (teacher, M= 1.91, SD= 0.67) and (school leaders, M= 1.90, SD= 0.67)
purchasing conducted in the school did not fulfill the need of all sub-units of the school and the school did
not manage the distribution of purchased materials to the sub units of the school and (teachers, M= 1.91,
SD= 0.71) whereas (school leaders, M= 1.77, SD= 0.78) there were no collaborative performance of staff
in material distribution. Regarding the management of educational material resources planning and
utilization, the result of the study illustrated that (school leaders M= 1.78, SD= 0.53) and (teachers, M=
1.60, SD= 0.52) teaching and non-teaching staff were not involved in realizing the proper planning and
utilization of material resources and (school leaders, M= 2.25, SD= 0.63 and (teachers, M= 2.23, SD=
0.54) there were no continues usage of inventory control system. Based on the findings, one can conclude
that misuse of educational material resources negatively affects the management of educational material
resources and this in turn affects the quality of teaching-learning process in secondary schools of Kaffa
zone. The secondary school leaders were preparing material resource planning without participation of the
stakeholders. Also educational material resources were not identified, arranged, recorded and coded
properly in the warehouse. There were poor coordination among WEO and secondary schools about
management of educational materials resources planning and utilization. Inventory controlling system was
very poor in secondary schools. Furthermore top manager’s interference that means the command of
education officers was the main problems happened in secondary schools of Kaffa zone. Therefore, this
study recommended that WEO should employ the right person such as trained lab technician, librarian,
record officer at the right place and made continuous inventory controlling system in each secondary
school. Also proper training on educational material resource management system was needed for
principals, teachers and store keepers. To overcome the problems related with management of educational

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materialsresourcesplanningandutilizationactivities,schoolsshould prepare proper specification in advan
ce and based on the requested specifications purchase quality materials.

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 CHAPTER ONE
INTRODUCTION

This chapter deals with the background of the study, statement of the problem, objectives of the study
objectives of the study, significance of the study, delimitation of the study, limitation of the study,
operational definition of key terms and organization of the study.

1.1 Background of the Study

Education is broadly recognized as the base of development in most countries especially in the
developing ones. For this reason the government of Ethiopia being cognizant about education and put
the issue of education in different legal documents. Concerning this, UNESCO (2006/7) stated that the
main principles, objectives and goals of education in Ethiopia are enunciated in the proclamation of the
constitute of the Federal Democratic Republic of Ethiopia of (1995), the Education and Training
Policy (ETP) 1994 and the Education Sectors Strategy of (1994), and Education Sector Development
Programs.

Educational materials, as mentioned by Mbamba (1992), refer to “any object or unit area that designed
and organized deliberately to support and used teaching and learning processes”. He further listed
educational materials such as laboratories, workshops, libraries and recreational spaces that serve to
house instructional activities, furniture, learning and teaching materials which act as source or channel
from which learners draw knowledge and acquire skill. Chapman and Arnold, (2004) indicated that
material resource management is a task of keeping balance. This means it is a coordinating function
which is responsible for planning, purchasing, receiving, storing, inventory control for checking the
flow of materials, and unused materials disposal. The realization of educational quality and access to
education is determined by the availability of material resources in the educational organizations.
Besides, the extent to which an organization like educational institution attains their objectives is
directly proportional to the educational resources available and their utilization Adesina, (1990).

The education goals and objectives can be achieved by means of using different resources as inputs.
Educational resource is one of the key issues to get and utilize all important inputs and to run the task
of education at all levels in the appropriate ways. In other word, educational resource in the school is a
critical issue to accomplish different task which support in ensuring quality of education and to expand
education.

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In light of the apparent constraints on educational resources their efficient utilization for maximum
result need not be over emphasized. Adebayo, (2011) posit that there has to be administration in any
organization as long as an organization consists of people brought together in hierarchical set-up
making use of tools, equipment, human and material resources, all in the quest of attaining the goals
for which the organization is established. According to Harris, (2008) educational resources are central
to the educational process because they play an important role in the achievement of educational goals
and objectives since they facilitate teachers’ work and accelerate learning on the part of the student.
Hallack, (1990) emphasized that the availability of relevant educational resources contribute to
academic achievement and that unattractive school buildings, crowded classrooms, un availability of
playing grounds and surroundings that have no conductive and attractive environment can contribute to
poor academic achievement.

Educational material resource management is the allocation of resources from providers to resource
utilizes. The school principal, concerned administrative staff, teachers, store keepers and any other
member of the staff in the school should necessarily know what resource are required and how this
resource are managed to serve the clients in the school. According to Chun Wal and Patel, (2006)
material resource management is concerned with those management functions such as planning,
organizing, purchasing, warehousing, distribution, inventory controlling and disposal of material
resources.

The availability of educational resource determines the realization of educational quality and access.
Besides, the extent to which an organization likes educational institution attains their objective directly
proportional to the educational resource availability and utilization (Adesina, 1990). Furthermore,
Hallack, (1990) explained that when setting up map of priorities for investment in education and
training, policy maker must at the same time take into consideration the need for increasing efficiency
in the use of resource. The educational objective is more depend up on how educational institution
capable of managing and utilizing their resource efficiently and effectively. Also any organization
needs to deploy necessary resources so as to attain intended objectives and meet social needs. These
material resources play a significant role in the important and success of a given educational system.

Worku, (2007) emphasized that, the success of teaching learning process is practically depend on how
schools are capable of managing and utilizing their resource that is effective and efficient school
educational resource may lead to success ,whereas improper and poor handling of educational

2
resources liable to lead to failure. In Ethiopia, many organizations including educational organizations,
have not yet understand the benefits that can derived from efficient and effective material resource
utilization. Concerning this, MoE, (1994), in order to promote the quality of relevance and expansions
of education due attention was given to supply, distribution and utilization of educational materials,
educational technologies and facilities.

In addition to this, REB, (2013) education bureau quality assurance guide line command that every
school starting from primary school to secondary school must possess different school administration
guide lines (proclamation) and every school will have separate property administration rooms such as
book store and non-book store. The researcher selected this topic because she has worked in one of the
secondary school of Kaffa zone for five years as a teacher so at that time she observed that school
principals couldn’t manage educational material resources. So the issue of the study is timely, very
sensitive and very crucial problem for the school leadership to improve the management of educational
resources.

1.2 Statement of the Problem

Education system in general involves human and non-human resources. The human component
involves teachers, students, school principals, education managers and administrators while the non-
human part involves buildings, instructional materials and other teaching learning resource. These
resources are so important that no school system can give quality education without them. MoE,
(1994) indict that to promote the quality relevance and expansion of education, due attention will be
given to supply, distribution and utilization of educational materials, technology and facilities. Since
these resources are scarce, their utilization in the production process requires skill and training
(Ehiametalor, 2003). Educational materials are the main instruments in the teaching and learning
process. They help the teachers to stimulate their students in a number of ways (UNESCO, 1984).
According to Durbin, (1989) resources are the only means through which organizational activity,
productions, services and satisfactory ends are attainable. Educational material resource management
is a task of keeping balance. It is a coordinating function which is responsible for planning purchasing,
receiving, storing, inventory control for checking the flow of material and unused material disposal. In
support of the above idea, Chapman and Arnold, (2004) indicated that material resources management
is a task of keeping balance. This means it is a coordinating function which is responsible for planning,

3
purchasing, receiving, storing, inventory control for checking the flow of materials, and unused
materials disposal.

A school system is an establishment including the plant and equipment for providing education from
kindergarten through high school (Noun, 2008). The primary goal of any school system is to provide
the society with the requisite manpower for development and to enhance quality of the living
conditions of their products. The democratization of education in the country has led to remarkable
increase in the number of schools all over the nation that almost every community in Ethiopia has
either a primary or secondary schools or both while some have tertiary institutions which people
recognize as places of acquiring relevant knowledge.

Unfortunately due to absence of resource registration, the resources in the school are not well known
and when one principal transferred or dismissed from the position he/she simply goes to the new
school without any clearance paper. Concerning the FDRF, (2009), the head of each public body shall
ensure that the property at the disposal of public body is properly handled, used and where necessary
disposed off in accordance with the directive.

According to EMPDA, in education system educational material resources like textbooks, desks,
library reference books, laboratory equipment and chemicals, buildings like classrooms, staffs,
pedagogical center, stores, supportive staffs rooms, ICT rooms, computers, plasma etc. are input
materials. In education system educational material resources allocation and utilization are key factors
to bring out quality of education. As to MoE, (ETP, 1994), due attention was given to popular
participation in the production, distribution, utilization, up keep care and safety of educational
materials, educational technology and facilities.

In addition to this, MoE, (1997) stated that, it is by and large staff function all the school community
(principal, teachers, unit leaders, student and administrative workers) are responsible for school
property. In addition it states that, educational institutions was autonomous in their internal
administration and in designing and implementing of education policy, with in overall coordination
and democratic leadership by boards, or committee consisting of members from the community,
teachers and students.

Also MoE and SNNPRS, education bureau published different working guide lines and proclamation
such as school improvement program, education assurance education sector development guidelines
and proclamations. The principals receive these materials from woreda education office and make to

4
use the school guidelines until they are transferred or abdicate from their position, but when they are
transferred or abdicate, they take the guide lines as their own property. Thus, even the school is old
enough, no Properties (guide lines) in the school. For example the school administration and
community participation and finance guide line blue print (2001) totally not present in most schools
.This guide line is distributed only for those schools which established before 2002, but the schools
open later do not have that guide lines.

The schools resources are wasted by name of borrowing (loaning) and make the finally resource
forgotten. Thus the new coming principal will receive only the visible resources and he/she will not be
interested to look for the school resource tangible evidences, instead simply plan to purchase new
educational resources. Also according to REB and Kaffa Zone education department meeting annual
report (2016), the poor performance of schools are linked to lack of adequate teaching material
management system. The schools suffer in acute shortage of the most basic material resources like
equipment, teaching materials including textbooks and guidelines.

From Kaffa Zone education desk inspection annual abstract report (2016-2021), most, 95%, of primary
and secondary schools are under the standard due to low educational material resource management
system. Similarly, according to Kaffa Zone education desk annual inspection report (2016), not even
the new secondary schools, but also the old secondary schools are not up to the standard of MoE. That
means there are no standardized laboratories, library rooms, and trained manpower for the places. Due
to this, the secondary schools are below their standards (below level three). The school levels were
become low due to the problem of utilizing educational resources in the right way.

Recently,some studies were done region of Ethiopia.nevertheless no the study was include the
practices and challenges of educational material resources management in government secondary
schools of kaffa zone.As it is indicated in the literature materials management is a group activity.
According to MoE, (1997) it is large a staff function. Hence, all the school personnel (principals,
teachers, unit leaders, students, administrative workers) are responsible for the school properties. As
opposed to this fact, in most cases, in schools, the necessary care and control is not carried out for the
school resources. Thus, some teachers and students do not feel responsible and as such they also
misuse and are unconcerned while damaged by some individuals. For instance, the text books and
teacher’s guides are not properly handled by the teachers and students. The text books internal pages
are dispatched by the students. Some of the students and teachers lost the books and finally pay its

5
 price twice, but that does not minimize, instead it increases the scarcity of text books in every high
school.

It is concerned with material management functions (such as, planning, purchasing distribution,
controlling etc.), challenges faced for effective utilization of educational material resources
management, and implementation of policies and guidelines. To achieve the objectives of education,
the school principals must bring all their abilities, physical, mental and emotional to the job. They need
to be well equipped with the necessary skills and knowledge to managing well the educational
materials.The study therefore was contributing its part to fill in such knowledge gaps to managing well
the educational materials on the issue under investigation. It is also believed that the research was
serving to governmental organizations to conduct further study in the area.

Similarly in most cases secondary schools of Kaffa Zone, do not take the necessary care and control
for school educational material resources. So this research topic was selected by the researcher because
there is compliance which heard from the school communities, concerning poor management of
educational material resources in SNNPRS, Kaffa Zone. This was the major reason that initiated the
researcher to select this research topic. Generally, the reason that the researcher wanted to study on this
issue was to find out potential problems that inhibit the act of school principals in managing
educational material resources in government secondary schools of Kaffa zone. The researcher
intended to assess the practices and challenges of school principals in managing educational material
resources in government secondary schools of Kaffa zone. Due to the above reasons in order to fill the
gap and to further strengthen in bringing improvements the following leading questions were
forwarded:

1. What are the practices of different educational material resources effectively managed in secondary
schools of Kaffa zone?
2. To what extent educational material resources are propery planned and utilized in secondary schools of
Kaffa zone?
3. What are the major challenges of eductional material resources management in secondary schools of
Kaffa zone?

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 1.3 Objectives of the Study

1.3.1 General Objective of the Study

The overall objective of this study was to assess the practice and the challenges of educational
material resources management in governmental secondary schools of Kaffa Zone of SNNPRS.
1.3.2 Specific Objectives of the Study

1. To examine the practices of different educational material resources effectively managed in

secondary schools of Kaffa Zone.

2. To what extent educational material resources are propery planned and utilized in
secondary schools of Kaffa zone?

3.What are the major challenges of eductional material resources management in secondary
schools of Kaffa zone?

1.4 Significance of the Study

The finding of the study may provide information for regional, zonal, woreda education officials
and policy makers about the current status of management of school educational material
resources that helped them to play their role in planning, purchasing, distributing, inventory
controlling, handling and disposal to school educational material resource management practice
in secondary schools of Kaffa zone.
 It is believed that the study would create awareness about educational material resource
management practices of the school principals, teachers, students and school
administration,
 It may also provide feedback regarding the management, allocation, utilization and
effective use of educational material for the whole stakeholders in planning, purchasing,
distributing, inventory controlling, handling and disposal of educational material
resources,
 It may help higher authorities, educational policy makers and planners to pay more
attention to educational material management problems in the schools and to recommend
them to take farther study on the identified factors to be used alternative solution of
educational material resources,

7
  It help to identify the major problems in management and utilization of material
resources for secondary schools and other organizations
 It may help other researchers as a beginning point to do researchers who are interested to
do research on this topic.

1.5 Delimitation of the Study

In order to make the study manageable the study was delimited in Southern Nations,
Nationalities and Peoples regional state of Kaffa zone. In particular, secondary schools of Kaffa
zone were the principal location of the study site. Geographically, the study was delimited to
secondary schools of Kaffa zone and does not include respondents from other school levels.
Because the study was delimited to in secondary schools of Kaffa Zone, because it is time
consuming, financial constraint, geographical topography difficulty to take the whole schools of
Kaffa Zone. Among several activities which are being implemented for the overall school
improvement, However, this study is delimited to some very basic educational materials. Such
as: textbooks, desks, library reference books, laboratory equipment and chemicals, buildings like
classrooms, staffs, pedagogical center, stores, supportive staffs rooms, ICT rooms, computers,
plasma and teaching aid materials. In addition, out of the many aspects and components to be
considered in the practice of educational materials management and challenges, the variables that
will be addressed in this study are the practices of planning, purchasing, maintenance, inventory
control and storing of educational materials and challenges that affect the practice of educational
materials management in secondary schools of Kaffa Zone.

1.6 Limitation of the Study

This study was not totally free of limitation. There were some unexpected problems that limited
the findings of the study to take in absolute term. First, there was lack of adequate two years to
accomplish the study due to work overload. The second important limitation was lack of relevant
local review literature on practice and the challenges of educational material resources
management. The researcher feels that, had it been possible to access these literatures. It would
have been possible to substantiate the practice and the challenges of educational material
resources management more, and come up with better work. Another limitation to the study also
most of secondary schools teachers were have no enough time to counter to questionnaire. Some

8
of them who have enough time were also indisposed to fill in hand and return the questionnaire
as per the required time. But the researcher gathered all the needed data by visiting the schools
again and again. However by overcoming the above problems, the researcher had done all
possible efforts to complete this study.
1.7 Operational Definition of Key Terms

Coding:- refers to the process of representing each item by number or alphabetical category.
Inventory:- refers to the means of checking and balance of materials in their existing position.
Inventory Control:- is responsible for the location and storage of materials so that they remain
available at minimum costs and quickest time.
Managing Educational Materials:- Is the managerial functions concerned with procurement,
warehousing, distribution, utilization and controlling of educational material resources in order
to realize the objectives of educational system.
Material Resource:- refers to any device that assists to transmit facts, skill, attitude and
knowledge such as computers, kits, books, charts, apparatus, equipment, buildings, plasma etc.
Proper Utilization of Educational Materials:- Is systematic effort to utilize fully and
economically of material resources in educational institutions.
School Principals: Directors who are appointed to lead the school.
Secondary School: refers the cycle of school which conducts the teaching learning process from
grade 9-12.
Store Keeping: Is the function responsible for the receipt and issue of the material. The material
are store is such a way that minimum handling is required and wastage in minimal.

1.8 Organization of the Study

The research was structured in five chapters. The first chapter consists of introduction, statement
of the problem being focused, objectives of the study, research questions, significance of the
study, scope and limitation of the study and organization of the thesis. The second chapter
concerns with the review of different researches and related literature dealing with the
management of educational resources. The third chapter presents methodologies used in
conducting the study and description of the study area, research design, data sources, sample size
and sampling procedures, data collection instruments, data collection procedures and methods of

9
data analysis. Chapter four is the main body of the study results and discussion of statistical data
are presented in this chapter. Final chapter recapitulates the study in terms of summary,
conclusions and recommendations of the study.

1
1
CHAPTER TWO: REVIEW OF RELATED LITERATURE
The chapter covers overview of educational material resources, concept of educational material
resources, classification of educational material resources, types of educational material
resources, educational material management, school principals & proper management of
educational material resources, and factors affecting the practice of educational material
resources management.

2.1 Overview of Education Resources

Education resources refer to all human, material, non -material audio-visual school environment
and community materials available in an academic environment to facilitate school
administration and simplify the teaching learning process. They also include other fundamental
materials used in the school to make teaching very easy and learning more meaningful and
comprehensible to the learners. Education resources covers all those materials human and non -
human , drawn or photographed, built manually or electronically operated, books and all forms
of related materials used in teaching and learning process.concerning this,Gizaw(1998) state that,
the main types of Educational resources includes human, material ,financials ,physicals ,time and
information. Education resources includes the teachers in the school, human beings in the
community, real objects, specimen or models, chalk and display boards, school buildings and
layout, the community at large and other fundamental materials like pencils, pens, exercise books
etc. which the learners are expected to have at any point in time to facilitate learning (Noun,
2009).

Education resources are no doubt important in the development of conducive in teaching-

learning environment. The use of these resources could give more valuable and powerful
direction to the teacher than any personal efforts without the materials. In school administration,
education resources are not only limited but can be effectively and efficiently managed when
management activities are properly harmonized, organized, coordinated and controlled by the
school management team. This is in agreement with Blunt, (1990) opinion that: it is not the
availability of these resources alone that guarantees effective performance of school, but their
adequacy and effective utilization. However, No matter how well packaged a school
administration or a school system is at any level of education, without adequate and efficient

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utilization of the available resources, the system may fail to achieve its desired results. Adequate
and apposite resources are vital in the administration of a school. The proper management and
use of these resources will not only boost the morale of human resources who coordinates other
activities in the school system but also ensure the attainment of goals. Meanwhile, shortage or
inadequacy of these resources is inimical to goal achievement of school administration.
Accessibility of education resources makes school management effective and efficient thereby
enhancing the output of the education system. Effective school administration leads to efficient
instructional process which will yield a quality

Educational material resource is anything which can be used to achieve the goals and objectives
of an organization. It is a stock or supply of money, materials, staff and other assets that can be
drawn on by a person or organization in order to fulfill organizational or personal needs.
According to Durbin and others, (1989) resources are the means through which organizational
activities, production, services and satisfaction ends are attainable. In general resources are any
inputs that help to reach the end goal and outputs that come from input production.

Thus, from the above points one can understand that, material resources particularly in education
systems are the most important factors for the achievement of goals of any educational
organizations and promote the education process as a whole. So, material resources are the major
inputs of educational system and they are the media of the instruction used for teaching all
subjects, equipment for teaching technology.

2.2Concept of Material Resource Management

The concept of resource in education is always in vague or in dilemma. From the general point of
view resources are in scarce by its nature. Every person or individual summoned the word
resource, but no one can know what it is? A particular educational resource can be geared to the
transfer of information to the purpose of changing the behavior of learner. It can act as a source
of information from which a learner may draw /acquire/ knowledge and skills. For example the
learner requires a guidance and help of a teacher in the process of acquiring knowledge and
skills. He can also use the service of non-teaching personnel; he can use school buildings and
other facilities including equipment, furniture and the timetable which determines the
organization daily activities. Educational resource, therefore, these encompass anytime used by a

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teacher to impart knowledge and acquire skills to the learners. In general, educational material
resources are the vital inputs needed to effectively conduct instructional activities at all levels of
educational system.

School physical resource management has a direct impact on the learning environment and is a
key determinant of educational outcomes. It is therefore critical that school physical resource
management practices align with the school improvement plan by linking school assets to basic
education service delivery standards and strategies. Facility maintenance entails providing clean
and safe environment for teaching and learning. It also involves provision of adequate facilities
for teaching and learning. According to Asabiaka, (2008) the following type of maintenance
should be adopted in the facility maintenance plan. These are preventive, routine, emergency
repairs, and predictive maintenance.
i) Preventive maintenance: This is a type of maintenance carried out on school facilities
to avoid breakdown and ensure optimal performance of the facility. Up to date
information about the facility is required to serve as a guide for the maintenance team.
Preventive maintenance saves cost and time. It is usually an integral part of the
management practice in societies where maintenance culture is well established.
Decisions on preventive maintenance are collectively made and implemented.
ii) Routine maintenance: This is carried out periodically as scheduled by the school
managers. Facilities may be serviced monthly, quarterly or even annually depending on
the agreed schedule. Manufacturers guide provide information on the nature and
maintenance intervals. School managers comply with these guides to avoid breakdown
of the equipment.
iii) Emergency Repairs: This is very common in the management of school facilities in
societies where maintenance culture is not well established. It takes place when a facility
breaks down and urgent measures or steps had to be taken to remedy the situation. In this
regard, collective decision-making may not be possible because there may be limited
time to bring together all the necessary individuals to make decisions. It is also
expensive because due to lack of maintenance, the extent of damage may demand total
replacement of the facility or high cost of repair. In some cases, the breakdown may
cause injury or even death to staff and or students of the school. The resultant effect may
be high insurance premium or prevent the use of the facility for teaching and learning

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 until repair had been effected. School managers should proactively develop and
implement facilities management plan for addressing facility needs.
iv) Predictive Maintenance: This involves the use of computer software’s to predict
equipment failure based on age, user demand and performance measures.

However, no matter how well packaged a school administration or a school system is at any
level of education, without adequate and efficient management of the available resources, the
system may fail to achieve its desired goals. Adequate and appropriate resources are vigorous in
the administration of a school. The proper management and use of these resources will not only
enhancement the morale of human resources who coordinates other activities in the school
system but also ensure the attainment of goals. Meanwhile, shortage or inadequacy of these
resources is unfavorable to goal achievement of school administration. Accessibility of
education resources makes school management effective and efficient thereby enhancing the
output of the education system. Effective school administration leads to efficient instructional
process which will yield a quality output.

2.3 Classification of Educational Material Resources

Any Educational material resource which isused as raw materials to thedeliveredto the
organization needs Classification. Classification ofEducational material resource means putting
(categorizing) the resourceas their advantages that give. Classification of resource is mentioned
with different writers. According to Aggarwal (1995), resources includes human, ,financials
resource , material resource , information resource and time resource.
In general, the type and quality of educational materials allocated for the education process
determines the implementation of the curriculum. Thus, educational materials can affect the
interest and active participation of learners. In the same sense, learner’s knowledge/skill could be
positively or negatively influenced by the type and quality of the provision of educational
materials.

2.4 Types of Educational Material Resources

Any organization needs to deploy necessary resources so as to attain intended objectives and
meet social needs. These resources require proactive planning, coordination, controlling,

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allocation and proper utilization. Concerning this, Gizaw, (1998) stated that, the main types of
educational resources include human, material, financial, physical, time and information. Among
them educational input material resources play major roles in term of achieving the intended
educational objectives, so great attention was given for material resources.

2.4.1 Instructional Material Resources

The educational material resources which refers to any devices that assists to transmits facts,
skill, knowledge and attitudes, understanding and applications to learners, such as charts,
pictures, books, computers, science kits, plasma, buildings and so on. Educational material
resources in school are critical issue to accomplish different tasks which support in ensuring
quality of education. This includes those materials which are designed, modified and prepared to
assist teaching learning activities.

2.4.2 Textbooks and Teaching Guide

Textbooks and teaching guides are the main educational materials that give the minimum
standards for learners and teachers in teaching learning process. Concerning this DFID (2007),
research evidences confirms that the most constituent characteristics in improving students’
performance are the availability of text books and supplementary teaching learning material
resources and adequate utilization of it. Furthermore, World Bank, (2008) in study on textbooks
and school library provision in secondary schools in sub-Sahara- African related that textbooks
and libraries are not in adequate. Thus, the main objective of GEQIP is to enrich the schools
with student’s text book ratio to 1:1. Also GEQIP gives dew attention to the text books edition,
cover illustration and page contents. The text books are published in foreign countries, so that
they are too cost, and must serve at least for three to five years. However, still the textbook-
pupil ratio is not reach to its standards. Also the textbook do not have proper storage place
separately in each high schools. Even the existing text books and teacher’s guides are not
properly handled by the teachers and students. The text books internal pages are dispatched by
the students. Some of the students and teachers lost the books and finally pay its price twice, but
that does not minimize, instead it increases the scarcity of text books in every high school.

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 2.4.3 The Library Reference and Reading Materials

The reference and reading materials are other than textbooks. The students and teachers are
expected to develop different basic skills, knowledge and attitudes by additional reading and
writing using reference materials in their free time. Concerning this, Adeoye and Popoola, (2011)
explained that for effective learning process, learners must have access to necessary information
materials and resources. In addition to this Ogbebor, (2011) defined library as an organized
collection of published and unpublished books and audiovisual materials with the aid of services
of staff that are able to provide and interpret such material as required meeting the informative
about educational and recreational needs of users. The reference materials are known as
supportive teaching learning materials that enable learners to learn by themselves. The realty of
reference book is that, but in schools the reference books are scarce or not present at all in some
secondary school like Zingaji, Kuti and Diri-Melse secondary schools. Also the existing
reference books are not updated books.

2.4.4 Technological Material Resources

The main objectives of technological material resources are to transmit knowledge, skill,
attitude, additional feelings and motivations for learners from one center of transmit ion to the
whole existing secondary schools. MOE, ESDP IV, (2011) it is the attention to develop and
implement a technology responsive ICT national curriculum for primary and secondary schools
and as well as for other educational institutions. Thus, the MOE designed the plasma transmit
ion program starting from 2004 G.C to minimize learning differences and to equalize rural and
urban secondary schools, as well as to narrow the gap differences shown by teachers. For this
reason plasma, generators’ and computers are distributed to secondary schools, but the plasma
and generators’ are out of use in some secondary schools and the newly opened secondary
schools have plasma, computers and generators’ like Zingaj, Kuti, Diri Meles Zenaw secondary
schools.

The laboratory material resources are designed to strengthen science and mathematics lessons
more concrete and to develop innovation in science and technology. According to ESDP IV,
(2011) it demands on human resource development be strengthened by training competent and
innovative people with special attention to engineering and natural science ,through introducing

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high quality science and mathematics curricula at primary and secondary schools and the
recently adopted policy of the 70:30 university ratio in fever of science and technology.

However, the success of these strategies also depends strongly on the way in which primary and
secondary schools prepare students in science and technology subjects, with better participation
of learners. Thus, the science lesson must be supported by laboratory experiments. The
laboratories must be equipped with chemicals and apparatus. The education quality assurance
standards commands that every secondary schools must fulfill three laboratories, but in Kaffa
Zone secondary schools generators’ like Gedam, Kuti, Gojeb and Boba Gecha secondary schools
and they have one, symbolic rooms for laboratory works.

2.5 Educational Material Resource Management

Educational material resource management is the allocation of resources from providers to

resource utilizes. The school principal, concerned administrative staff, teachers, store keepers
and any other member of the staff in the school should necessarily know what resource and
required and how this resource are managed to serve the clients in the school. According to
Chun Wal and Patel, (2006) stated that material resource management concerned with those
management functions such as planning, organizing, purchasing, warehousing, distribution,
inventory controlling and disposal of material resources. The material resource management
ability competence and commitment of all institutional members and the principal management’s
skill in particular have a great role for better achievement of educational objectives. According
to, UNSCO, (1992) that planning needs the participation of all stakeholders of all decision
making at every stage, identification of problems, the study of feasibility, implementation and
evaluation.

The teaching learning process can be more successful in educational institutions where
educational materials or resources are available and well managed and utilized. Concerning this
Baily and Farmer, (1988) stated that material management objectives means the minimum
prices for materials, to the continuity of supply, consistency of quality goods, supplier relations,
development personnel and good records. The poor performance of material is link to inadequate
material resources facilities and storage of text books and references material, which are among
the major factors.

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Therefore, one of the prime factors that affect the educational material resource allocation and
utilization is poor administration or traditional ways of management system tends to low
achievement of educational objectives. Regarding this, Mbamba, (1992) states to effectively and
efficiently achieve this complex educational tasks manager have to be equipped with technical
skill, knowledge in planning and use of resource ear marked for the realization of the educational
objective. Datta, (1998) states that in order to realize relevant education important resource
inputs, necessary to facilitate the whole instructional process shall be make available and well
managed material resource management is among the main activity of management in schools
are inevitably incorporate. Material resource management is the activity of management which
deals with the efficient flow of material through and out of an organization for optimum use of
material. Educational institution as earlier argued to control a variety of resource.

According to Negussie, (2007) Stated that acquisition of resources unless supported by some
procedures will create ineffective utilization of school resources. The teaching- learning
materials such as textbooks, reference books, maps, globes, laboratory equipment’s and other
materials are requested by the school leaders and produced by storekeeper of the school. This is
the principle of effective and efficient utilization of resource. This principle of resource
management demands that each individual in the institution of learning will optimally utilize
their resource with accountability and honestly.

In general, acquisition and supply process requires integrated effort of the user, choosing of
detailed technical specifications and selecting appropriate materials from a wide range of
available materials resources within the required time.

2.5.1 Educational Material Requirement Planning

Material requirement planning is time phased priority- planning technique that calculates the
material requirements and schedules supply to meet demand across all products and parts in one
or more resource plants. According to Jacobs, (2008) pointed out that material requirement
planning is a logical, easily understandable approach to the problem of determining the number
of parts, components, and material resources needed. The main aim of material resource planning
is getting the right materials to the right place, at the right time in the right quality and quantity.
The educational resource management requires proactive planning, allocation, coordination,

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controlling and proper utilization. In so doing, any organization can achieve its objectives and
sustain as an organization rather than relies on accumulation of new resources.

Thus material resources in the school plays significant role in the improvement and success of a
given a education system. Concerning this MOE, (ESDP V) Sub stained quality improvement
demands that schools can play role in defining their own properties in planning for improvement
to address this and in obtaining the necessary to realize this plans. Textbooks and resource
materials were checked out to teachers in destiny textbook manager for instructional process
aligned with current teaching assignment. However, the school principals and sub deputy
teachers are unplanned to use the school educational resources.

The properties are taken out from the store, as they requested by some body. For example
printing papers, pens, chalks and stationeries are taken out from store as they requested. The
principal allows the stationeries without check and balance, due to this the principals gives any
order to store keeper without looking the previous request date and quantity. This type of
unplanned usage goes down from top to bottom (principals to teachers) mostly printing papers
are seriously wasted during the examination times. So many papers are duplicated and out use.
No one teacher allows use a piece of chalk during class room instruction. Totally in every
secondary school most of resources are under wastage because of unplanned usage of resource.
As discussed above planning for educational materials management is based on the need analysis
in school from department and other school staffs. But in some schools planning is occurred by
school management only without participation of others.

2.5.2 Educational Material Resource Allocation

Educational material resource allocation is used to assign the available resources in an economic
way. It is part of resource management .The basic allocation decision is the choice of which item
to turn in the plan and what level of funding it should receive and which to leave unfunded, the
resources are allocated to some items not to others. Therefore a resource allocation of
educational materials refers to transporting, sending/ giving/ out resources from available to
where they are needed or turn allocated to smaller groups. It includes both resource allocated to
users and the rest kept in the store, and how they are handled out by the learners and teachers to
conduct good teaching learning interaction. Concerning this, Datta, (1998), states that in order to

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realize relevant education important resource inputs, necessary to facilitate the whole
instructional process shall be make available and well managed. The material resource
management is among the main activity of management in which schools are inevitably
incorporate.

Educational material resource allocation is the activity of management which deals with the
efficient flow of material through and out of an organization for optimum use of materials.
According to Hadush, (2008), opinion mainly by giving special emphasis on effect of scarcity
of material inputs or resources, on the day to day teaching learning process, the way or methods
for allocation of material resources to educational organization, etc. materials play its parts in
accomplishing educational objectives.

2.5.3 Educational Material Store Management

Store is a place where goods are held in the store house and stock yards. In other words, store is a
place where materials needed for production, distribution, maintenance, packing, etc. which are
stores received and issued (EMI, 2001). In addition to this Dobler, (1977) defined store
management as process of setting and achieving goal through store management functions such
utilize human, financial and material resources.

Store management is responsible for each type of stored materials through proper identification,
efficient physical handling and protection of materials against spoilage in the warehouse. In
addition, destiny manager also controls the activity of materials during receiving, issuing and
controlling materials records in the ledger in systematic book-keeping. Textbooks and
educational materials were checked out to students using destiny manager or library manager
available at each school.

At the end of established loan period, textbooks and library books are expected to be returned in
usable conditions and checked in via destiny textbook manager. According to Dobler and Bust,
(1990) receiving and store operation provide both service and control function when the
receiving body responsible for storing materials in appropriate place in storeroom .In the schools
store keeping is not well done. The educational material resources and others are not kept in

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proper place. The schools have no extra rooms for materials, and in some schools the storeroom
is the principal’s office and in a narrow room resources are crowded with unarranged manner.

2.5.4 Educational Material Resource Codification

According to ministry of education educational materials resource allocation and utilization are
key factors to bring out quality of education. In order to promote the quality of relevance and
expansions of educations due attention was given to supply, distribution and utilization of
educational materials, educational technologies and facilities, (ETP, 1994). In addition to this
each and every educational material resource was administered by the proper administration rule.
For example each school buildings must have block item in letters with numeracy and also every
purchased, donated or produced educational material was registered in model 19 and when it will
need to work, withdraw by model 22, for example the resources, those serve for short time and
nonrenewable like stationery, building materials, but those resources serve for long time or more
than one year was take out from store by temporary borrowing books.

The educational materials resource in the store also was controlled by bin cards. Concerning this
Gopalokrishnan and Sundarebn, (1998) defined codification as “… process of representing each
item by number, digits of which indicate the group, sub group, type and the dimensions of the
item. In addition to this Kumar and Suresh (1998), suggest that codification shall be compact,
concise, consistent and flexible enough to accommodate new items. The sub grouping shall be
logical, holding similar parts nearer to one another. Also according to Datta, (1998) one of the
pre-requisites of classification and codification is basic nature and characteristics of all materials
used in the organization and classify them in broad category and then to group and sub group
them in logical progression of kinds, types and size. He further states the commonly founded
system of codification as alphabetical and numerical orders.

2.5.5 Purchasing of Educational Material Resources

Purchasing and distribution are the two material management functions or activities that help to
secure material and equipment, resources in the school. According to Datta, (1998) purchasing
refers to the act of service and good for money. Purchasing of materials has several steps such
as:- recognition of need, description of requirements, selection of possible source of supply,

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determination of price and availability and placing order, flow up and expedition of order,
checking the invoice, etc. ( Ahujo,1998 and Ballot, 1980). However distribution of materials and
equipment’s encounters serious problems such as mismatched between the supplies of
educational materials in terms of quantity with the demand of total number of users. Though,
school resource mostly educational materials resources are the key factors to foster classroom
instructions. It is the duty of every secondary school to purchase educational materials in each
new academic year, whereas the budget is a lot or a few, the principal do not go to the store in
order to check the educational resource available in the store.

Thus, due to absence of check and balance unwanted educational material resource was
purchased, even if the absence of additional educational material resource is obstacle to foster
the classroom instruction. Concerning this, (UNESCO, 1984), lack of meeting or inconformity to
the standards and challenge to get the required materials at the given time duration or absence of
securing materials in the right time.

From the above, the measures are the same with our context. But, there is a lack of analyzing the
tenders to determine the prices, availability of materials. There is a section or department
responsible for discharging such responsibility, i.e., the purchasing department. It monitors the
quality, quantity, timing and price of all materials purchased. Therefore, purchasing department
has to satisfy the material needs of other departments depending upon the frame work of
organizational policy, procedures and objectives.

2.5.6 Distribution of Material Resources

According to Harris, (1985) educational materials distribution involves the movement of

educational materials from the warehouse facility to the requesting unit or department.
Educational materials, once received and processed in the storage, should be distributed to their
destination. The main purpose of distribution is to help the education system in obtaining the
required amount of materials on time with proper care and safety. However, the distribution
function may face some problems due to shortage of transport, financial constraints and
insufficient amount of educational materials that corresponds to the number of users. Some of
these problems may emanate from failure in doing the required managerial functions properly.

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Nebiyu, (2000) taking the Ethiopian education system experience was mentioned some of the
reasons that contribute to delay and imbalanced distribution of educational materials. These
include inaccurate need requisition as a result of inaccurate data, failure to submit the requisition
timely, lack of knowledge of the correct needs requisition, absence of personnel in the planning
activity of educational materials, absence of adequate storage so that the warehouse personnel is
obliged to free the space. In such a case, unnecessary distribution that does not consider time and
need may occur. During the distribution of materials and equipment encounters serious problems
such as, mismatched between the supplies of educational materials in terms of quantity with the
demand of total number of users, lack of meeting or inconformity to the standards, and challenge
to get the required materials at a given time duration or absence of securing materials in the right
time (UNESCO, 1984). For that reason, it is clear that, for effective and efficient distribution in
which the required amount of educational materials are distributed timely with optimum costs,
good planning, appropriate warehousing and trained personnel are essential.

As discussed above in educational resource allocation and distribution there is a lack of

allocating to the users timely. This may affect teaching and learning process. There is a lack of
accountability for the loose and mishandling of materials. Another problem encountered is a
delay and imbalanced distribution of materials due to inaccurate need requisition resulted from
inaccurate data, and failure to submit requisition on time and lack of knowledge of the correct
needs requisitions.

2.5.7 Disposing Unused Educational Material Resource

The term unused material and equipment refers to those material which are obsolete, surplus etc
found in any organization without any use. According to MOFED, (2003) indicate that material
resource require disposal action when it’s not properly utilized and manage within institution. If
not store –rooms are crowed by different types of material which are not need as well as not in
use for various reasons. Mostly in schools worn out text books, broken chairs, tables, irons,
chemicals etc. are unused materials which crowed the store. Concerning this FRDF (2009), the
head of each public body shall ensure that the property at the disposal of public body is properly
handled, used and where necessary disposed of accordance with the directive.

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In store keeping there is a lack of professionalized managers, there is no proper handling and
caring of educational materials due to lack of basic knowledge of ware housing. In disposition of
materials there is no clear discussion with community, teachers, students and others, school
principals make disposition with two or three members of PTSA. The disposal of material
resource is critical principle of effectively managing educational resource like other organization.
Educational institution acquires supplies, services and works for them to perform a variety of
function. The reality on the ground is this, nobody can receive the worn out resources in Kaffa
Zone. Therefore, keeping (storing) the material asks additional store room and also throughout
them to the environment causes pollution.

2.5.8 Inventory Control and Utilization of Material Resource

From the so many function of material resource management inventory control is one aspect.
According Data, (1998), inventories are defined as stoke of material of any kind store for further
use, mainly in the production process. Due to unfair resource inventory control, the resources in
the school are not well known. When one principal transferred or dismissed from the position
he/she simply goes to the new school or other sector without any clearance paper. Thus the new
coming principal will receive only the visible educational material resources. He/she will not be
look for the school resource tangible evidences, instead simply plan to purchase new educational
material resources. The woreda education office recommends that every school should conduct
inventory at the end of academic year and receive the report from the schools only for the sake of
report. Concerning this, UNESCO, (1984) indicate the practice of inventory is not easy the task
for administer and the planner of instruction material to measure and quantity cost. Inventory
system of material intended to guarantee the limited resource, measure the success in achieving
the objective and also to settle the continuing relevance of limited resource in changing situation
(UNESCO, 1984). Therefore, for properly allocation and utilization of different educational
inputs, material resource and physical facility play a major role in terms of achieving the
intended educational objective.

In general, the educational material resources are not well registered and controlled, every
department head teachers, unit leaders, library assistance , even ordinary teachers will take the
school properties with name of borrowing (loaning) and make them to resource forgotten, finally

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make it their own properties. This type of resource management leads every secondary school to
go back poor educational material resource management.

2.5.9 School Principals and Proper Management of Educational

Material Resources
Proper management of educational material resource refers to the utilization of material resource
effectively and efficiently to sustain organization and to accomplish its objectives. Among many
other educational inputs, material resource play major role in terms of achieving the intended
educational objectives, so that great attention shall be given for them Barnett, (1996). In addition
to this Amare Asegedom, (1999), stated that the scarcity of educational material in the required
quality, quantity and underutilization of the existing resource are some of the most essential
factor that affect the accomplishment of the educational objectives.

Moreover the scarcity of material resource and lack of clear school level policy of material
resource management and direction are the major educational problem in education system.
Hailesilase, (2005) stated that even though we are living in time were the importance of material
resource management activity is continuously increasing in utilization, recognition and
importance. In Ethiopia many organization including educational organizations, have not yet
understand the benefit that can be obtained from efficient and effective material resource related
activities lack attention. The material resource management enables the efficient and effective
utilization of material in educational institution.

2.6 Factors Affecting the Practice of Educational material Resource Management

2.6.1 The Principals’ Leadership Skill and Knowledge

The school principals, concerned administrative staff, teachers, storekeeper and any other
members of the staff in the school shall necessarily know what resources are required and how
these resources are managed and utilized to serve the students. The material resources
management needs the ability competence and commitment of all institutional members and the
principal management’s skill in particular have great role for better achievements of educational
objectives. Regarding this Mbamba, (1992) states that to effectively and efficiently achieve
complex educational tasks, managers have to equip with technical skills and knowledge in
Planning and use of resource earmark for the realization of educational objectives.

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 2.6.2 Unplanned Usage of Educational Material Resources

According to Kaffa zone education office annual inspection report, the school principals are
unplanned to use the school educational resources. The properties are taken out from the store, as
they requested by some body. For example printing papers, pens, chalks totally stationeries are
taken out from store as they requested. The principal allows the stationeries without check and
balance. Due to this the principals gives any order to store keeper without looking the previous
request date and quantity. This type of unplanned usage goes down from top to bottom
(principals to teachers) mostly printing papers are seriously wasted during the examination times.
So many papers are duplicated and out of use. No one teacher allows using piece of chalk during
class room instruction. Totally in every secondary school most of resources are under wastage
because of unplanned usage of resource.

2.6.3 Unplanned Educational Material Resources Purchasing System

School resource mostly educational materials resources are the key factors to foster classroom
instructions, so that in every secondary school it is duty to purchase educational materials in each
new academic year, where the budget is a lot or a few the principal do not goes to the store in
order to check the educational resource available in the store. Due to absence of check and
balance unwanted resource was purchased even if absences of additional educational resource
are obstacle to foster the classroom instruction. In many secondary schools these types of work
create shortage in educational materials resource. Now and then the stationeries like carbon,
paper, pens etc are purchased, not other scarce materials.

2.6.4 Low Saving Habit of Educational Material Resource

According the MoE, (ETP, 1994), the general objective of education is to bring up citizen who
can take care of resource and utilize wisely. Low saving habit of educational material resource in
many secondary schools including the whole school community has low habit of saving
educational material resource. The school communities assume that the school resource are not
finishing. The resources are available forever. Teachers, non-staff teachers and students even the
community thinking that schools are rich in budget, and they can buy new educational materials,

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if the resources are broken or damage. Thus, due to this unknowingly consume educational
materials without saving habits.

2.6.5 The Interference of Top Managers in the School’s Budget and Material
Management

When a secondary school has some properties extra in store, then the education officers order the
school to share these extra educational resources to the newly opened schools or the schools
which has less educational resources. Then the educational resources are taken from the
commanded secondary schools to the recommended schools. Finally the school, which shared
educational resource was faced a problem in scarce of educational material. For example
blackboard, desks, textbooks, chemical apparatus, computer, land, etc. are some of the materials
which are order by woreda education top managers to share (give) educational resource. This
type of top managers’ interruption makes the schools to have a little power to manage school
resources. Especially in Kaffa Zone the five high schools are opened currently and the permanent
Gimbo secondary school which share or give a lot of its properties to the newly opened five high
schools. That is why Kaffa zone secondary school is failed under lack of resources due to
activities such as:
1. Loaning or transferring equipment from facility to facility
2. In moving equipment’s from school to school

2.6.6 The Shortage of School Budget

As known the school finance source are schools internal income, block grant, school grant and
community contribution. Since the school budget is dependent on the number of student the
school annual revenue is very low. One case that leads school to have low budgeting system is
the expansion of primary and secondary school. According to MOE, (1994) the priority for
government financial support was up to the completion of general secondary schools. Then the
block grant from government, school grant from NGO’s and contribution from community. The
block and school grant do dependent on the number of schools and students exist in the woreda.
Previously the schools get high amount of revenue from the government and NGO’s and
community. But due to expansion of schools and high number of students, the budget distributed
to those schools and they earn a very low budget.

2
Finally schools have no capacity to allocate and utilize the educational resources. On the other
hand, schools are recommended to fulfill their standard by educational material resource and
facilities. But they have no enough budgets to rich with educational material resource, due to the
expansions of primary and secondary schools. The government alone cannot cover the
educational expense, so that government shows the direction, to the community to cover the
educational expense. The expansions of primary and secondary schools the communities are
asked to cover school keeper’s salary, teaching classes, teachers residential home, toilets etc.
However, due to increased numbers of schools in one kebele and excess money contribution
asked from the community, such as dirjit contribution, church, high land rent, increased cost of
clothing and stationeries, high number of children from one family and so on the community do
not support the school as mentioned by the government. Thus, due to this mostly, high schools
do not get enough budgets from the community.

2.6.7 High Costing of Educational Resources

The current marketing situations the prices of educational material are increasing from time to
time. On other hand the high school’s standard guideline SNNPRS, education bureau (2014,
Hawassa), ordered that every high school should fulfill at the least three laboratories called
physics, chemistry and biology. The buildings, chemical and apparatus are highly costing. The
current problem that hinders the classroom teaching learning process only focuses on theory,
because the schools have no capacity to purchase chemical and apparatus with a little budget.
Due to this, the science lessons are not supported by practice. The laboratories are not supported
with computers, duplicating machines and other supplementary machines. Due to the high cost
of computers and duplicating machines the school have no this opportunities.

2.6.8 Disposing Unused Material resources

Disposal indicate that material resource require action when it’s not properly utilized and
manage within institution. The store –rooms are crowed by different types of material which are
not need and as well as not in use for various reason. Mostly in schools worn out text books,
broken chairs, tables, irons, chemicals etc. are unused materials which crowed the storing
rooms, so that the reality on the ground is in the problem, nobody can receive the worn out

2
resources in Kaffa Zone . Keeping the material asks additional store room and also throughout
them to the environment causes pollution.

2.6.9 Lack of well Inventory Control and Utilization of Material Resources

Due to absence of resource inventory control, the resources in the school are not well known.
When one principal transferred or abdicate from the position he/she simply goes to the new
school or other sector without any clearance paper. Thus the new coming principal will receive
only the visible resources. He/she will not be interested to look for the school resource tangible
evidences; instead he/she simply plan to purchase new educational resources. Also the resource,
are not well registered and controlled, every school members will take the school properties with
name of borrowing (loaning) and make them to resource forgotten, finally make it their own
properties. The woreda education office recommended that every school should conduct
inventory at the end of academic year and receive the report from the schools only for the sake of
report. UNESCO, (1984) indicate the practice of inventory is not easy task for administers and
the planner of instruction material to measure and quantity cost.

Due to absence of resource inventory control, the resources in the school are not well known.
When one principal transferred or abdicate from the position he/she simply goes to the new
school or other sector without any clearance paper. Thus the new coming principal will receive
only the visible resources. He/she will not be interested to look for the school resource tangible
evidences; instead he/she simply plan to purchase new educational resources. Also the resource,
are not well registered and controlled, every school members will take the school properties with
name of borrowing (loaning) and make them to resource forgotten, finally make it their own
properties. The woreda education office recommended that every school should conduct
inventory at the end of academic year and receive the report from the schools only for the sake of
report. UNESCO, (1984) indicate the practice of inventory is not easy task for administers and
the planner of instruction material to measure and quantity cost.Inventory system of material
intended to guarantee the limited resource, measure the success in achieving the objective and
also to settle the continuing relevance of limited resource in changing situation (UNESCO,
1984). Therefore for properly allocation and utilization of different educational inputs, material
resource and physical facility play a major role in terms of achieving the intended educational

3
objective. This type of resource management in every secondary school leads to educational
material resource less. Therefore, great deal of attention shall be given for the inventory
controlling.

3
3
CHAPTER THREE : RESEARCH DESIGN AND METHODOLOGY

A detail discussion about the research design and methodology was properly made in this
chapter. The discussion included the research design, research methods, sources of data,
population, and sample size and sampling techniques, data collection instruments, validity and
reliability of the instruments, procedure of data collection, methods of data analysis and ethical
considerations.

3.1 Research Design

According to Kothari, (2004) defined research design as a plan that specifies which approach
would be used for gathering and analyzing the data. These definitions tell us that, research design
is broader in scope that consists the ways of gathering and analyzing data to answer the basic
research question. In this study, descriptive survey research design was employed. Descriptive
survey study also helps to describe current status of current phenomena and with the assumption
that would help to examine the current practice and challenges of educational material resources
management in government secondary schools of Kaffa Zone. Moreover, descriptive research
design makes possible to the prediction of the future on the basis of findings on prevailing
conditions. In line with this, Cohen, (1994) describes that descriptive survey research design as it
helps to gather data at a particular point in time with the intention of describing the nature of
existing condition or identifying standards against which existing conditions can be compared or
determining the relationship that exist between specific events.

3.2 Research Methods

This study utilized mixed method approach through collecting and analyzing both qualitative and
quantitative data. Creswell and plano Clark (2011) define mixed Method Research as those studies
that include at least one quantitative and one qualitative data up to this point in time,many
quantitative and qualitative Researchers did not see legitimancy in the approach todoing research .
The student researcher initially used quantitative method through survey questionnaires, while
she also used unstructured interviews to substantiate the qualitative data and Mixed methods
designs are procedures for collecting, analyzing, and mixing both quantitative and qualitative
data in a single study or in a multiphase series of studies. There are some rationales to use mixed
method
approachforthisstudy.Firstusingsuchmethod is advantageous to examine the same phenomenon fr

3
om multiple perspectives (Cohen et.al, 2011). Second, mixed method approach important to
build upon the strength that exists between quantitative and qualitative method in order to
understand a given phenomenon than is possible using either quantitative or qualitative methods
alone (Creswell, 2012). This method enabled the researcher to obtain current information about
the practice and challenges of educational material resources management in secondary schools
of Kaffa Zone.

3.3 Sources of Data

The use of various sources of data on the same issue from different sources is significant step to
obtain concrete and valuable information. Based on this, the researcher used both primary and
secondary sources of data.

3.3.1 Primary Sources of Data

The primary sources of data for the study included the woreda education office resource
coordinators, school leaders, store keepers, teachers and PTSA chairman. The selections of these
people as a source of data were based on the expectation that they have better information and
experiences with respect to study topic. They were selected because they can provide firsthand
information, because of their positions, responsibilities and experiences of managing educational
resource in the schools.

3.3.2 Secondary Sources of Data

Different written documents would be used as secondary sources . Secondary sources of data
were obtained from documents like records, different models like (model 19, 20, 21, and 22),
inventory reports, laboratory activity records, library documents, and related written documents.
In this regard, these documents would help to assess the practice and challenges of school
principal in managing resources at selected secondary schools. And also woreda education office
material provision unit record would give information about the distributed resources to schools.
These documents were examined in order to assess the school principal practice in keeping
documents of the school educational resources.

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3.4 Population, Sample Size and Sampling Techniques

The study was conducted in government secondary schools Kaffa Zone. This is because; the
researcher has a long experience as a teacher, a unit leader, department head and a principal in
the zone. The purpose of this study was to assess the practices and challenges of school
principals in managing educational resources by surveying principals, teachers and PSTA
chairman. As information obtained from the Kaffa zone education desk, (2018), there were 58
governmental secondary schools found in the eleven woredas of the zone. From twelve woredas
of Kaffa Zone three of them (Bonga, Gimbo and Decha woreda) which had 15 secondary schools
were selected to conduct the study. Because, they are homogenous in nature, In addition the
researcher believed that all secondary schools were homogeneous in having a uniform
structure.Concernig creswell (2011), homogeneous sampling, all the items in the sample are
choosen because they have similar or identical traits .for instance, the sample 6 secondary
schools could well represent and help to compose well-organized generalization about the
secondary schools at the end of the study. not only this; but also the selected school comprises
large number of teachers. The sampling methods used to select the schools were simple random
sampling. In order to obtain reliable data for the study, various sampling techniques were
employed. First of all, from twelve woredas of Kaffa Zone three of them (Bonga, Gimbo and
Decha woreda) were selected through simple random sampling technique because the problem
was the same in all woredas of the zone and it gives equal chances for all of them. Consequently,
among the 15 government secondary schools found in the three woredas, six of them, two from
each woreda, (Awurada secondary school, Gedam secondary school, Kuti secondary school,
Gojeb secondary school, Bishaw secondary school and Gimbo secondary school) were selected
by simple random sampling technique.

The researcher respondents were selected by using different techniques. The total numbers of
teachers’ were 212 and school leaders (principals, unit leaders and department heads) were 102
in sample woreda secondary schools. Among those 106 teachers and 60 school leaders were
taken by giving equal chances for individual schools by simple random sampling
techniques because each member of the population under study has an equal chance of being
selected and the probability of a member of the population being selected is unaffected by the
selection of other members of the population, i.e. each selection was entirely independent

3
while purposive sampling was used for 6 store keepers, 6 PTSA chairman and 3 WEO
property coordinator because purposive sampling, often (but by no means exclusively) a feature
of qualitative research, where researchers handpick the cases to be included in the sample on the
basis of their judgment of their typicality or possession of the particular characteristics being
sought. In this way, they build up a sample that is satisfactory to their specific needs (Cohen et.
al, 2011). Therefore reliable information was collected from sample population of 106 teachers,
60 school leaders, 6 store keepers, 6 PTSA chairman and 3 WEO property coordinators with the
total number of 181.

Table 1: Sample Size and Sampling Technique

No Types of respondents Population Sample % Sampling techniques

1 School Leaders 102 60 58.8 Simple random sampling
2 Teachers 212 106 50 Simple random sampling
3 Store keeper 6 6 100 Purposive sampling
4 PTSA members 30 6 20 Purposive sampling
5 WEO coordinators 3 3 100 Purposive sampling
Total 353 181 51.3

3.5 Data Collection Instruments

In order to gather data both quantitative and qualitative data gathering tools were used, because
they help to obtain secure, reliable and adequate information through questionnaires, interview
and document.

3.5.1 Questionnaires

Questionnaires is written form that ask exact questions all individuals in the sample group, and
which respondents can answer at their own convenience (Gall et al., 2007). The researcher used
questionnaire to collect data from school leaders and teachers. The researcher used closed-ended
questionnaire. Questionnaire was better to get large amount of data from large number of
respondents in a relatively shorter time with a minimum cost. Similarly, due to the samples are
large in number, so interviewing all of them would be unrealistic. Questionnaire was used as first
hand tool to obtain sufficient primary data from teachers and principals on the management of

3
educational resources. The questionnaire was prepared in closed ended type questions.
According to Hopkins, (1990) indicated that in educational research questionnaires are quick and
simple ways of obtaining rich information from respondents.

Also according to Gay and Airasian, (2000) “questionnaire requires less time, is less expensive
and permits collection of data from a large sample.’’ The closed ended are used to collect
quantitative data. The contents of questionnaires were mainly focused on selected managerial
functions of material resource management in secondary schools.

This study used questionnaires to collect data from 106 teachers and 60 school leaders on issue
related to management of educational material resources. The items of the questionnaire were
classified under the three basic research questions. The response category laid down was a five
point Likert scale ranging from excellent to very poor (5 = excellent, 4= very good, 3= average,
2= poor and 1 = very poor) and for other items to which respondents were expected to range
from very high to very low (5= very high, 4 = high, 3 = average, 2 = low and 1 = very low).

3.5.2 Interview

It is popular methods in educational research and social science (Robson, 1993). In addition to
this Kothari, (2004) stated that, interview methods of collection data involve oral-verbal stimuli
and reply in terms of oral-verbal responses. Thus the interview permits greater deep response
which is not possible through any other means. Therefore, the purpose of interview was to
collect more supplementary opinion, so as to generalize the questionnaires response. Since
interview is oral question asked by the interviewers and oral responses given by the participants,
then the interview was conducted with 6 store keepers, 6 PSTA chairman and 3 woreda resource
coordinators. Unstructured interview items were prepared because it gives the chance to the new
questions forwarded during the interview based on the respondents. The interview questions
were discussed with the interviewee in Amharic Language to reduce communication barriers and
to get more information. The interview was conducted due to their position in the school,
because their position is important in describing the practice of school resource managing in the
current situation.

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 3.5.3 Document Analysis

In order to collect additional information documents were used to gather secondary data. The
reliable information is obtained from inventory reports, models, school plans, material supply
documents, and some school guidelines, store document and other available documents. These
documents more strengthening the information obtained from other instruments.

3.6 Validity and Reliability Check

3.6.1 Validity Check

Checking the validity and reliability of data collecting instruments before providing to the
actual study subject is the core to assure the quality of the data (Yalew, 1998). To ensure
validity of instruments, initially the instrument was prepared by the researcher and developed
under close guidance of advisors, who involved in providing their inputs for validity of the
instruments. Although it is impracticable to devise the perfect survey questionnaire, researcher
could made a successful research through questionnaire pretesting. According to Presser et.al,
(2004) pretesting is the only way to appraise in advance whether a questionnaire creates
problems for interviewers or respondents.

3.6.2 Reliability Check

To ensure its reliability, the student researcher made a pilot test for the questionnaire designed
for the study. Hence, the reliability of designated data gathering instruments were done
distributing in the study area to selected participants not sampled for the study but from the target
population. For example, if the consistency and content of the items are ambiguous items and
instructions on the questionnaire they were identified and corrected. A total of 43 questions were
prepared and distributed for school leaders and teachers for pilot testing respectively. From
these, 36 questions of teachers and 39 questions of school leaders were answered successfully
according to the objective of the study. Depending upon the pilot test comments raised and it
would be result in improvement of clarity of statements, grammar and punctuation would be
corrected. The draft questionnaires modified, in the light of reliability check.

Before the actual data collection, pilot test was conducted to see the quality of the instruments.
Accordingly, a pilot test was conducted by distributing 43 questionnaires to the respondents who

3
were not participated in the study, in opposite shift who were participated in the study in Kobech
secondary school .The main purposes of the pilot test were to see the readability of the items, the
time given, the consistency and content of the items. Accordingly, the format and order of the
question were improved. A thorough editing was done both by the researcher and other language
experts. Four general items were improved to be specific. The time was found to be sufficient.
The reliability of the questionnaires was measured by using crobanch‟s alpha method by the help
of SPSS version 20. Consequently, the Alpha results were 0.852, which indicated the questions
constructed were measuring a similar concept highly. As suggested by Cohen, Manion and
Morrison (2007) the reliability coefficient above 0.7 are generally found to be internally
consistent. Then, the questionnaires were administered to the research respondents for actual data
collection of the study.

Table 2: Reliability Test of Cronbach’s Alpha (α)

No Major categories of managing educational material resources Reliability coefficient

1 Practices of school principals in managing educational material 0.716

resources
2 Management of educational material resources proper planning 0.826
and utilization
3 Challenges of managing educational material resources 0.844

Average reliability result 0.795

.

3.7 Data Collection Procedures

To secure data to this study, the researcher went through series of data gathering procedures. The
expected relevant data was gathered by using questionnaires, interviews and document analysis.
To this effect, having letter from the Kaffa zonal education desk to get permission; the student
researcher directly went to the sample woreda education office and principals of the respective
schools for consent. After making agreement with the concerned participants; the student
researcher introduced his objective and purposes. Then the questionnaires were administered to
sample teachers with in selected schools. The participants were allowed to give their own

3
answers to each item independently. They were closely assisted and supervised by the student
researcher. Finally, the questionnaires were collected back. The interview was conducted with
supervisors. Documents were reviewed from the sample schools.

3.8 Methods of Data Analysis

The collected data from groups of subjects were scored, tallied and arranged before statistical
analysis and interpretation. Based on data collection instruments, quantitative data were analyzed
using percentages, mean and standard deviations. Percentages were used to analyze the
background information of the respondents in the area that mean school leaders and teachers;
independent sample t-test were used in order to investigate significant differences existing
between the responses of teacher respondents and school leaders responses on practices of
managing educational material resources. ( Because,school leaders and teachers are individaul
sample group) .The findings of the questionnaire and personal interview were analyzed in
combination of the use of quantitative and qualitative data analysis techniques. Qualitative
technique helped the student researcher produce more in-depth and comprehensive information
while quantitative technique helped to ensure high levels of reliability of the data gathered. The
data collected through deep questions tailed, tabulated and filled into SPSS version 20 and
interpretation made with help of percentage, mean or standard deviation, grand mean, p-value
and t-test. Because, the percentage was used to analyze the background information of the
respondents, whereas, the mean and standard deviation and grand mean were derived from the
data as it was served as the basis for interpretation of the data as well as to summarize the data in
simple and understandable way (Cohen et. al, 2011). The interpretations were made for all five-
point scale measurement based on the following mean score result. The student researcher
computed the quantitative data used mean item scores from 1.0 - 1.49 as very low, 1.50-2.49 as
low, 2.50-3.49 as average, 3.50-4.49 as high and 4.50-5.00 as very high with higher scores
indicating higher response score and lower score indicating low response of respondents (Cohen
et.al, 2011).

Apart from this t-test was used to test statistically significant difference between the mean scores
of the two independent groups of teachers and school leaders with significance level at p= 0.05.
On the other hand, the data obtained from the unstructured interview analyzed qualitatively. The
interview analysis was made by their false name R. The qualitative analysis had done as follows:

4
First, organizing and nothing down of the different categories were made to assess what types of
themes may came through the instruments to collected data with reference to the research
questions. Then transcribed and coded to date to make the analysis easy. Also, the results were
triangulated with the quantitative findings. Finally, the findings were concluded and suggested
recommendation as forward.

3.9 Ethical Considerations

According to Creswell, (2012) ethical issues in research include issues of informed consent
procedures confidentiality benefit of research to participants to guarantee there ethical issues was
informed the subjects before data collection and try to get their full agreement. To conduct this
research, the researcher obtained supportive letters from Jimma university department of
educational planning and management. After receiving supportive letter from the university the
researcher, moved to the study area and contacted with principals, teachers, PTSA and
storekeepers to get their willingness and to arrange their convenient time to the questionnaire and
interviews. The respondents were also informed of the purpose of the research and the data that
obtained from respondents will be used for research purpose only. Also the information obtained
from the respondents was secured and used only for the purpose of this study. In addition all the
materials used for this research was duly acknowledged.

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 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

This part of the study deals with introduction, characteristics of the respondents and analysis and
interpretation of data.

4.1 Introduction

This chapter presents the description of the sample population, analysis and interpretation of the
data based on the information obtained through the questionnaires, interviews and document
analysis. It consists of two parts. The first part is concerned with the description of backgrounds
of the respondents whereas; the second part deals with the analysis and interpretation of the data.
The objective of this study was to examine the practices and challenges of management of
educational material resources in secondary schools of Kaffa zone. In order to achieve this
purpose, 166 questionnaires were distributed to 106 secondary school teachers and 6o school
leaders. The return rate of the questionnaires was 100%. All the questionnaires were filled and
returned by all the respondents. Moreover, 6 PTSA, 6 store keepersand 3 WEO were
interviewed. Teachers and school leaders responded to both open and closed-ended
questionnaire items. The closed-ended items across sub-categories were computed and analyzed
using percentage, standard deviation, and mean scores. In addition, items across each category
were arranged under the rating scale with five points. These five points scale range from strongly
excellent/very high = 5, very good/high = 4, average = 3, poor/low = 2 and very poor/very low =
1. Besides, data from interviews, and document analysis were triangulated to validate the
findings.

4
 4.2 Characteristics of the Respondents

Respondents were asked to indicate information about their background. The details of the
characteristics of the respondents were given in table below.

Table 3: Characteristics of Respondents

No Items Variables Teachers School leaders

F % F %
1 Sex Male 56 52.8 53 88.3
Female 50 47.2 7 11.7
Total 106 100 60 100
2 Work experience 1-5 years 21 19.8 13 21.6
6-10 years 42 39.7 25 41.7
11-15 years 24 22.6 10 16.7
16-20 years 14 13.2 8 13.3
> 20 years 5 4.7 4 6.7
Total 106 100 60 100
Diploma 11 10.4 12 20
Degree 86 81.1 44 73.3
3 Educational level
MA/MSc. 9 8.5 4 6.7
Total 106 100 60 100

As can be observed from the above table 3 of item 1, from the total number of 166 respondents,
56(52.8%) teachers and 53(88.3%) school leaders were males. On the other hand 50(47.2%) of
teachers and 7(11.7%) of school leaders were females. This indicates that the majority of
respondents are males. Therefore, the schools are by male dominated.

As it can be indicated in table 3 of item 2, regarding the experience of respondents, 21(19.8%) of

teachers and 13(21.6%) of school leaders had work experience <5 years. 42(39.7%) of teachers
and 25(41.7%) of school leaders had work experience between 6 and 10 years. On the other
hand, 24(22.6%) of teachers, and 10(16.7%) of school leaders had work experience between 11
and >15 years. While, 14(13.2%) and 8(13.3%) of teachers had work experience between 16 and

4
20 years and the rest of the age 5(4.7%) and 4(6.7%) were >20 years old respectively. From this
it is possible to argue that majority of the respondents were experienced in their current position.

With regard to the educational level of teachers and school leaders’, table3 item 3 indicates the
11(10.4%) and12 (20) of them were diploma holders, 86(81.1%) and 44(73.3%) first degree
holders respectively. 9(8.5%) and 4(6.7%) academic staff was second degree holder. But,
majority of teachers and of school leaders’ are first degree holders respectively.It is possible to
summarize that most of the respondents had education status required to provide comprehensive
data needed for the study.

4.3 Analysis of Data

4.3.1 Practice of Educational Material Resource Management

This section emphasizes the presentation and discussion of data gathered from respondents on
the educational material resources managements. Respondents were required to rate the level of
their agreement on the five point Likert Scale item questionnaires range from strongly agree (5)
to strongly disagree (1) and for other items to which respondents were expected to rate range
from very high (5) to very low (1).

4.3.2 Management of Material Purchasing

In the review literature part of this thesis, it was reviewed that purchasing is one of the major
activities of material resource management functions that goes beyond the simple act of buying.
Having this in mind, the respondents were asked to respond on the purchasing activities
undertaken in the secondary schools. The responses of the respondents were illustrated here
under.

4
Table 4: Opinions on Material Resource Planning
No Items School Teachers Total N=166
leaders N=60 N=106
Mean SD Mean SD WM t-value p-value
1 The involvement of users in the 1.66 0.88 2.01 1.02 1.84 -2.09 0.38
planning of educational materials
2 Purchasing of educational materials 2.72 0.83 2.41 0.74 2.58 3.45 0.78
in your school
3 Budget preparation for the 2.40 0.62 2.70 0.82 2.55 1.59 0.09
provision of the required materials
4 The match between what is planned 1.72 0.51 1.91 0.62 1.82 2.65 0.76
and purchased
5 Need assessment for planning 0.65 0.67 1.92 3.11 0.42
1.90 1.93
process
6 The purchasing conducted in the
school fulfill the need of all sub- 1.90 0.65 1.91 0.67 1.91 3.21 0.16
units of the school
7 Relevance of purchased materials 0.56 0.53 1.74 3.22 0.34
1.81 1.67
for the teaching-learning process
8 Managing the distribution of
2.30 2.30
purchased materials to the sub units 0.79 0.77 2.31 2.93 0.94

Scales: 1.0 - 1.49= very poor, 1.50-2.49= poor, 2.50-3.49= good, 3.50-4.49= very good and
4.50-5.00= excellent
Key: N= Sample of respondents

Regarding the Table4 of item 1, planning of educational materials in their school was also rated
by each group of the respondents. The mean scores of the teachers and school leaders
respondents were 2.01 & 1.66 respectively rated as good. Also the overall mean 1.84, which
shows poor towards this practice. Thep-value 0.38 > 0.05 shows that there is no statistically
significant difference between the two groups of respondents towards the item. Hence, it is

4
possible to say that the planning of educational materials in the study schools was practiced in a
good way. In the same way, the data obtained from interviews shows that planning of
educational materials in the schools was practiced by school leaders and teachers, but not always
done strongly. With this regard, UNESCO (1984) indicate that in identifying educational
materials need, it is very important to have a good planning process to get data for quantitative
requirements of educational materials and the presence of qualitative information, standards of
educational materials with respect to the education objectives of a country is essential.

With regard to in the Table 4 item 2 purchasing of educational materials in their school was also
rated by each group of the respondents. The mean scores of the teachers and school leaders
respondents were 2.41 & 2.72. The overall mean also, 2.55. Even though the mean score by the
teacher’s respondents was less than that of the school leader’s respondents, the purchasing of
educational materials is moderately practiced. The p-value of 0.75> 0.05 indicates that there is
not statistically significant difference between the responses of the two groups of respondents.
Similarly, the data collected from the PTSA, store keepers and WEO through interview showed
that even if it has committee to purchase educational materials there is shortage of quality and
specification on purchasing educational materials due to the shortage of trained person on
specification in schools. As mentioned by Mbamba (1992) the major function of purchasing
embraces the flow of materials from the supplies to an organization which has the intention of
facilitating the attainment of predetermined objectives. The term involves determining the need,
selecting the supplier, arriving at a proper price terms and condition, issuing the contract or
order, and following up to ensure proper delivery. So, the trained person on the part is very
crucial.

Regarding the table 4 of item 3, budget preparation for the provision of the required materials,
The mean scores of the teachers and school leaders respondents were 2.70&2.40. The overall
mean also, 2.58. Even though the mean score by the teacher’s respondents was less than that of
the school leader’s respondents, the budget preparation for the provision of the required materials
is moderately practiced. The p-value of 0.09> 0.05 indicates that there is not statistically
significant difference between the responses of the two groups of respondents. Similarly, the data
collected from the PTSA, store keepers and WEO through interview showed that even if it has
committee to budget preparation for the provision of the required materials there is shortage of

4
quality and specification on budget preparation for the provision of the required materials due to
the abscences of trained person on budget preparation in schools . The majority of respondents
showed their disagreement on that, because they fear the demand questions that rose from
different sections.

“In supporting the above idea, the interview held with woreda education office
interviewer R-1 confirmed that, in most secondary school.”Educational materials had not
proper budget preparation for the provision of the required materials.

This finding is similar with MOE, (ESDP V) sustained quality improvement demands that
schools can play role in defining their own properties in planning for improvement to address
this and in obtaining the necessary to realize this plans.

As can be seen from table 4 of item 4, match between what is planned and purchased, the mean
scores of the teachers and school leaders respondents were (1.91&1.72) were respectively. The
overall mean also, 1.82.Even though the mean score by the teachers respondents was less than
that of the school leader’s respondents, the match between what is planned and purchased is
moderately practiced. P-value of 0.76> 0.05 indicates that there is not statistically significant
difference between the responses of the two groups of respondents. Similarly, the data collected
from the PTSA, store keepers and WEO through interview showed that even if it has committee
to the educational materials did not match between what is planned and purchased and not
effective, and the purchasing system was out of plan”.The majority of respondents showed their
disagreement on that, because they fear the demand questions that rose from different sections.
In supporting the above idea, the interviewed store keeper interviewer R-2 revealed that:
“In their school educational materials did not match between what is planned and
purchased and not effective, and the purchasing system was out of plan”

As illustrated in table 4 of item 5, Need assessment for planning process in their school, the
mean scores of the teachers and school leaders respondents were 1.93&1.90respectively also
poor about need assessment for planning process. Thep-value 0.420> 0.05, indicates that, there is
no significant difference in the response of the two groups at p = 0.05 confidence level.
In supporting this view, interviewer R-3 confirmed that “delay of Need assessment for
planning process from WEO”; “the Need assessment for planning process is not known at

4
 the beginning of the academic year” and “the committees are not voluntary to come to
meeting on time due this reason there were no proper need assessment planning process”.

The majority of respondents showed their disagreement on, that the delay of Need assessment for
planning process from WEO and the Need assessment for planning process is not known at the
beginning of the academic year. Moreover, as the information obtained from document from
2016-2021 such as documents of school profile, regular school minutes in each secondary school
confirms that the school Need assessment for planning process was not known at the beginning
of academic year. Therefore, from the above data it was possible to indicate that, the delay of
Need assessment for planning process from woreda, especially affects the secondary schools
Need assessment for planning process in secondary schools of Kaffa zone.

As identified in table 4 of the item6, purchasing conducted in your school fulfill the need of all
sub-units of the school. Accordingly, the mean scores of the teachers and school leaders
respondents were 1.91&1.90, respectively .p-value 0.16>0.05 indicates that there is no
significant difference between with their response. From this it is possible to say that the
majority of respondents showed that lack of budget, lack of plan and lack of commitment were
the main reasons for the problem of not fulfilling the need of all sub-units by purchasing process
of the schools.

Furthermore, the response of interview held with store keeper interviewer R-4.
“Despite the fact that material and financial are limited, however, for the limited
resources itself principals could not manage as well because, they were only tighten with
external activities.”

As identified in table 4 item 7, relevance of purchased materials for the teaching-learning

process. the mean scores of the teachers and school leaders respondents were 1.96&1.81
respectively agreed poor about relevance of purchased materials for the teaching-learning
process. The P-value 0.34>0.05, indicated, there is no significant difference in the response of
teachers and school leaders at p= 0.05 confidence level. From this it is possible to say that the
majority of respondents showed that there was no appropriate relevance of purchased materials
for the teaching-learning process in secondary schools of Kaffa zone.

4
 In supporting the above idea,, the response of interview held with woreda education
office, Interviewer R-5 said that: “In spite of the fact that limited material and financial
are relevance of purchased materials for the teaching-learning process, however, for the
limited resources itself school leaders could not manage in efficient and effective way.”

Additionally, the document analysis confirmed that there were no relevance of purchased
materials on how to use educational material resources in effective system in sampled secondary
school of Kaffa zone. The above quantitative and qualitative data indicate that there was no
adequate relevance of purchased materials in managing educational material resources in
secondary schools of Kaffa zone.

With respect to table 4 of item 8, managing the distribution of purchased materials to the sub
units of the school. The mean scores of teachers and school leaders were2.30&2.30 The overall
mean also, 2.58. Even though the mean score by the teacher’s respondents was less than that of
the school leader’s respondents, the budget preparation for the provision of the required materials
is moderately practiced. The p-value of 0.09> 0.05. indicated, there is no significant difference in
the response of teachers and school leaders at p= 0.05 confidence level. This indicates that the
majority of respondents showed their disagreement on the issue that the school leaders
distributed educational materials, when it was requested by the user and some of respondents on
open-ended questions said that, the school principal knows the users demand and distributes
them.

As confirmed from the interview held with PSTA chairman interviewer R-6 responded
that: “school leaders did not manage the distribution of purchased materials to the sub
units of the school. As a result normal teaching-learning process was affected.”
Additionally, the data obtained from the document analysis it seems that there were no
managing the distribution of purchased materials to the sub units of the school.in
secondary schools of Kaffa zone.

4.3.3 Management of Materials Storage

In review literature parts of this study it has been discussed that in facilitating the teaching and
learning process stores are responsible for safe and technical sound storage of all materials. The

4
storing activity must protect materials in its custody against pilferage; unauthorized usage and
unnecessary damage or deterioration. With this concept question related to storage of materials
were posed to respondents and discussed here under.

Table 5: Views on Practices of Storing Material Resources

No Items School Teachers Total N=166

leaders N=60 N=106
Mean SD Mean SD WM t-value p-value
1 Store-room capacity to 1.00 0.51 1.60 0.57 1.30 3.64 0.12
accommodate the available
materials
2 Material identification 3.20 1.33 3.39 1.42 3.30 3.51 0.28

3 Immediate supply of 2.10 0.69 2.10 0.66 2.1 1.00 0.71

materials from the store
4 Avoid unnecessary stock 2.33 0.75 2.45 0.81 2.39 0.58 0.48

5 Cross checking of the return 3.97 1.00 4.17 0.77 4.07 0.91 0.36
of borrowed Materials
6 Frequency of principals’ 2.44 0.97 2.38 0.70 2.41 0.33 0.74
supervision for stores

Scales: 1.0 - 1.49= very low, 1.50 -- 2.49= low, 2.50 -- 3.49= average, 3.50 -- 4.49= high and
4.50 -- 5.00= very high
Key: N= Sample of respondents

In the table 5 of first item respondents were asked to rate their agreement level about store-room
capacity to accommodate the available materials. The mean valueof teachers &school leaders
were1.60& 1.00 respectively .the p-value0.12>0.05 witnessed that there is no significant
difference in the responses of the two groups at p= 0.05 confidence level. This idea suggested
that school were not having store-room capacity to accommodate the available materials of the
school.

By support this idea; non-teaching staff the interviewer R-7 said that: “Store-room
capacity to accommodate the available materials was not in acceptable way. Because lack
of available budget for building store-room.”

5
The above quantitative and qualitative data show that there were no wright ways of monitoring
the storage condition of educational materials of the school in secondary schools of Kaffa zone.
Support of this idea, store management was responsible for each type of stored materials through
proper identification, efficient physical handling and protection of materials against spoilage in
the warehouse. In this case Dobler, (2003) defined store management as process of setting and
achieving goal through store management functions such as utilizing human, financial and
material resources. The storekeepers control the activity of materials during receiving, and
controlling materials records in the ledger in systematic book-keeping.

As indicated in the above table 5 of item 2, respondents were asked rate their agreement level
about material identification of school. Accordingly, the mean value of teachers & school leaders
were 3.39& 3.20 consicountly. The computed independent sample p-value 0.28> 0.05, indicates
that, there is no significant difference in the response of the two groups at p=0.05 confidence
level. From the data analysis result it is possible to ssugessted that school leaders were not
conduct material identification on the store of the schools in the secondary schools of the study
area.

In supporting the above idea, store management is responsible for each type of stored
materials through proper identification, efficient physical handling and protection of materials
against spoilage in the warehouse. In addition, destiny manager also controls the activity of
materials during receiving, issuing and controlling materials records in the ledger in
systematic book-keeping. Textbooks and educational materials were checked out to students
using destiny manager or library manager available at each school (EMI, 2001). Additionally,
the document analysis of school diaries confirmed that there was making supervision on the
store of school supervision on the store of school.

As it can be seen from table 5 of item 3, respondents replied with the mean ratings teachers and
school leaders were 0.66 & 2.10 respectively. The p-value0.71>0.05 on the immediate supply of
materials in secondary schools of Kaffa zone, this indicates that, there is no significant difference
in the response of the two groups at p= 0.05 confidence level. Similarly the qualitative data
obtained from open ended and document revealed that the immediate supply of educational
materials stored in the school was not good to improve school management of educational
material resources in the study area.

5
 In supporting the above idea, one of the woreda education office interviewer R- 8 states
that “If the principals were not providing immediate supply of educational materials
stored in the school results they bring better achievements on organizational goals to
improve the management of educational material resources.”

The above analysis tells us that the majority of secondary schools of Kaffa zone had no separate
store room for materials and textbooks. Even in some secondary schools the principal’s office
was used as storeroom. In addition to this, SNNPREB, (2013) education bureau quality
assurance guide line command that starting from primary to secondary schools must possess
different guide lines (proclamation) and every school would have separate property rooms such
as book store and non-book store.

Concerning in table 5 of item 4 participants were asked to depict that avoid unnecessary stock.
Therefore, the mean score with teachers& school leaders were 2.45& 2.33 respectively.the p-
value 0.48 >0.05 claimed that there is no significant difference the responses of the respondents
at p= confidence level. According to the responses obtained the majority of school leaders and
teachers were responding that there were no proper ways of avoiding system for unnecessary
stock; and they showed their dissatisfaction with the issue. This tells us that the educational
materials were not avoided unnecessary stock in secondary schools of Kaffa zone.

Regarding this issue one of the storekeepers of interviewer R-9 argued that, "It was
difficult to identify recorded, arranged and to code all materials, due to shortage of man
power, separate rooms, guideline, lack of selected place for avoiding unnecessary stock
and lack of training in this area how to avoid the materials.”

Document analysis made by the researcher match with the response given by the majority of
respondents. The unavailable educational resources in warehouse was not properly arranged,
organized and coded. In addition, most of them were obsolete materials. This requires the
identification, classification, arranging, coding and controlling of each items. This is similar
with, Datta, (2012), one of the prerequisites of classification and codification is basic nature and
characteristics of all materials used in the organization and classify them in broad category and
then to group and sub group them in logical progression of kinds, types and size. He further
states the commonly founded system of codification as alphabetical and numerical orders.

5
As can be seen from table 5 item 5 respondents replied with the mean ratings on cross checking
of the return of borrowed materials in the study area, the mean scores teachers& school leaders
were 4.17 & 3.97 respectively agreed high.thepvalue 0.36>0.36 this,indicate that there is no
significant difference the responses of the respondents at p= confidence level. Managing
educational material resources practice is one of the manager’s most important tasks, and then
most managers freely cross checking of the return of borrowed materials. It is always easy to
judge a subordinate’s managing educational material resources accurately, and often it is even
simple to convey that judgment to the subordinate should be in a constructive and painless
manner. Therefore, one can suggested that there were cross checking of the return of borrowed
materials in secondary schools of Kaffa zone.

As indicated in the same table 5 of items 6, participants were asked to rate their agreement levels
about frequency of principals’ supervision for stores the mean value of teachers & school leaders
were 2.38& 2.44 respectively answered low with the arguments. P value 0.74 >0.05 on
frequency of principals’ supervision for stores in secondary schools of Kaffa zone. It was also
found that there is no statistically significant difference between teachers and school leaders
despite the fact, as the findings of this study asserted that, activities like frequency of principals’
supervision for stores were not adequately practiced in the study area.

Result from interview with storekeeper interviewer R-10 indicates that, “All principals did
not do this activity because care has not been given attention and principals lack skill and
knowledge of follow up the school properties. And then a number of school material
resources such as plasma, chairs, speakers, fuse, copy machines, computers etc. were
damaged. From the responses obtained, it appears that the frequency of principals’
supervision made for stores in the school level is low.

As the document review shows in sample secondary schools, the status of storage facility,
majority of them were poor in storing. Materials were mostly accumulated in small storeroom,
pedagogical center, and sport department. In all secondary schools visited by the researcher, a
storeroom is small and inconvenient for storage of materials due to its smallness and inadequate
of materials handling equipment. Hence, it could be hard to believe that schools have sufficient
space for storing their materials and equipment and most sampled schools’ stores have poor

5
accommodation capacity when compared with the available of large quantities of educational
materials. Besides, most of the interviewee responded as the capacity of the store-room to
accommodate the available materials in the school was unsatisfactory.
4.3.3 Distribution of Material Resources

In the review literature part of this thesis, it was reviewed that material distribution is one of the
major activities of material resource management functions that goes beyond the simple act of
materials get to users. Having this in mind, the respondents were asked to respond on the
distribution activities undertaken in the secondary schools. The responses of the respondents
were illustrated here under.

Table 6: Distribution of Material Resources

No Items School Teachers Total N=166

leaders N=60 N=106
Mean SD Mean SD WM t-value p-value
1 Distribution of purchased 1.67 0.89 2.31 1.01 1.99 2.09 0.29
materials as soon as users needed
2 Collaborative performance of 1.77 0.78 1.91 0.71 1.84 1.06 0.11
staff in material distribution
3 Distribution of materials based on 2.68 0.97 2.16 0.65 2.42 1.99 0.49
user’s requisition

Scales: 1.0 - 1.49= very low, 1.50 -- 2.49= low, 2.50 -- 3.49= average, 3.50 -- 4.49= high and
4.50 -- 5.00= very high
Key: N= Sample of respondents

As shown in table 6 of item1, participants were asked to rate their level of agreement whether
school leaders’ distribution of purchased materials as soon as users needed or not. Accordingly,
the mean value of teachers & school leaders’were 2.31 &1.67 and SD 0.89) were respectively
respond low.the p-value 0.29>0.05, indicates that, there is no a significant difference in the
response of teachers and school leaders at p= 0.05 confidence level. In effect, school leaders
were not properly distributing the purchased materials as soon as users needed.

5
 On the other hand, from woreda educational office interviewer R-11 the majority of
respondents reported that: “adequate educational materials were existed in the school but the
problem is users did not get educational materials timely when they needed from the store.”

In supporting the above idea, MoE, (2007) stated one of the major bottlenecks for the timely
utilization of the resources is the lack of organizational and human capacity. This indicates that,
the school administration is provided the staff with adequate educational materials, but the
problem is not timely distributed to them when they need. From this one can sugested the
existence of a problem in availing educational materials and equipment on time as users needed.

As in table 6 item 2, participants were requested to rate collaborative performance of staff in

material distribution. Accordingly, the mean value of teachers & school leaders were 1.91& low
1.77 conscounctly both groups fall in the same range. The p-value 0.11>0.05 indicates there is no
significant difference in the response of teachers and school leaders at p= 0.05 confidence level.
This clearly indicates that the low attention given by the concerned bodies for collaborative
distribution. Hence, it is possible to say that the integration between the two bodies is not to the
levels that enable to utilize the scarce resource wisely. In that lack of inefficient collaboration
among the distribution bodies and staffs was the common felt problems.

To this point the data obtained from woreda educational office experts’ interviewer R-12
revealed that the collaborative performance of staff in material distribution was not
satisfied. This clearly indicates that the low attention given by the concerned bodies for
collaborative distribution. Hence, it is possible to say that the integration between the two
bodies is not to the levels that enable to utilize the scarce resource wisely. In that lack of
inefficient collaboration among the distribution bodies and staffs was the common felt
problems.

In table 6 item 3 , participants were asked to rate the extents to which school leaders’ distribution
of materials based on user’s requisition. the mean value of teachers & school leaders were
2.16& 2.68were respectevely.the p-value 0.49>0.05, indicates that, there is no a significant

5
difference in the response of teachers and school leaders at p= 0.05 confidence level. leading that
teachers were more reliable in their response than that of school leaders.

4.3.5 Management of Educational Material Resources Planning and

Utilization

In the review literature part of this paper, it has been discussed that planning for the material
resources plays an important role for the attainment of overall goals of any organization and that
a successful planning needs paying special attention on planning activities. Having this in mind,
questions were presented to the respondents. The responses of the respondents indicated in the
table 4 below and discussed respectively.

4.3.5.1 Management of Material Resource Planning and

Utilization
This section deals with the items related to the management of educational material resources
allocation and utilization. Each item is analyzed based on the data obtained through
questionnaires responded by teachers and principals and further backed by the data obtained
from interview and document analysis. Accordingly, the five items were interpreted as indicated
in the table 7 below.

5
 Table 7: Understandings on Management of Material Resource Planning and Utilization
No School Teachers Total N=166
. Items leaders N=60 N=106
Mean SD Mean SD WM t- p-
value value
1 The accountability for misused material 2.60 0.74 2.43 0.71 2.50 2.04 0.58

2 Followupandcheckmadebyresponsiblebodiesfor 3.40 1.55 2.41 0.69 2.91 1.74 0.64

planningandutilization ofavailablematerial
resources
3 The protection of materials from any wastages 1.83 0.63 1.81 0.65 1.82 2.44 0.80

4 Guideline for proper planning and utilization of 1.28 0.51 1.35 0.54 1.32 0.96 0.69
material resources in the school
5 Providing awareness raising issue on 2.16 1.22 2.46 1.42 2.31 0.18 0.07
maximizing proper planning and utilization of
6 Teaching and non-teaching staff involved in 1.78 0.53 1.60 0.52 1.69 0.48 0.98
realizing the proper planning & utilization of
material resources
7 The involvement of users in the planning & 2.44 0.78 2.34 0.64 2.40 0.93 0.54
utilization educational materials management
8 Users accountable for wastage of material 2.50 0.79 2.82 0.81 2.71 1.77 0.43
resources in the school

Scales: 1.0 - 1.49= very low, 1.50 -- 2.49= low, 2.50 -- 3.49= average, 3.50 -- 4.49= high and
4.50 -- 5.00= very high
Key: N= Sample of respondents

As indicated in the table 7 of item 1, participants were asked to rate their level of agreement
about the accountability for misused material. Accordingly, the mean value response of
teachers& school leaders were2.43& 2.60 respectively about the issue. The p 0.58>0.05,
indicates that, there is no a significant difference in the response of teachers and school leaders at
p= 0.05 confidence level. From the result analysis it is possible to suggest that the accountability
of users for the misuse of material resources in secondary schools of Kaffa zone was satisfactory.

5
This shows that the majority of teacher and school leaders’ respondents agreed that the
secondary school leaders were not accountability for misused material in sampled secondary
school. The t-test value of the two items of the table indicates that there is no significant
difference between the two respondents

In supporting the above idea, the data gathered from school PSTA chairman
interviewer R-13 indicated that, “there is less accountability and commitment in taking
actions in secondary schools.”

Material requirement planning is time phased priority- planning technique that calculates the
material requirements and schedules supply to meet demand across all products and parts in one
or more resource plants. According to Jacobs, (2008) pointed out that material requirement
planning is a logical, easily understandable approach to the problem of determining the number
of parts, components, and material resources needed. The main aim of material resource planning
is getting the right materials to the right place, at the right time in the right quality and quantity.
The educational resource management requires proactive planning, allocation, coordination,
controlling and proper utilization. In so doing, any organization can achieve its objectives and
sustain as an organization rather than relies on accumulation of new resources.

In table 7 of item 2, participants were asked to rate their agreement level about follow up and
check made by responsible bodies for planning and utilization of available material resources
with the participation of stake holders. the mean value of teachers & school leaders were 2.41&
3.40 conscountly. TheP-value 0.64>0.05, indicates that, there is no a significant difference in the
response of teachers and school leaders at p= 0.05 confidence level. To sum up this idea the
school leaders were not follow up and check made by responsible bodies for planning and
utilization of available material resources with the participation of stake holders.

In supporting the above idea, interviewer R-14 the interviewed non-teaching staff
respondents reported it as follows: "the schools had exercised planning of material
resources, but inefficiency of its practice for improving quality of teaching and learning
process. Sharing the same opinion, one of storekeeper argued that:" Schools practiced
planning of material resources and they collected rough information from teachers and
department heads, store keepers, Liberians and other community members for planning

5
 material resources, but the great problem in schools were the implementation of the plan
for education purpose and they did not satisfied with purchasing specification plan.

This finding is similar with Datta, (2012) pointed out planning from material points of view” as
primarily involved in the formulation of integrated scheme of action designed to accomplish its
objectives effectively and economically”, lack of meeting or inconformity to the standards and
challenge to get the required materials at the given time duration or absence of securing materials
in the right time.

The above quantitative and qualitative data imply that there was no real evaluation of past years
material requirement for the coming years with the participation of stake holders in secondary
schools of Kaffa zone.

As indicated in table 7 of item 3, the protection of materials from any wastages . As indicated in
the analysis, the mean value for for teachers& school leaders were 1.81& 1.83 respectively.the p-
value 0.80>0.05, indicates that, there is no significant difference in the response of teachers and
school leaders at p= 0.05 confidence level.this implying that the participants claimed that the
protection of materials from any wastage was not satisfactory as expected.

From this one of PTSA chairman interviewer R-15 said that “There were no proper ways
of protection of materials from any wastage due to lack of trained manpower in the field
of warehouse.” Concerning this issue, Interviwer-3 of non-teaching staff members of
respondent for interview confirmed that “most of school educational materials were
wasted.”

Regarding this, Mbamba, (1992:151) states to effectively and efficiently achieve this complex
educational tasks manager have to be equipped with technical skill, knowledge in planning and
use of resource ear marked for the realization of the educational objective.

As it can be seen from on the above table 7of item4 respondents were asked to rate their
agreement level about the management of educational materials allocation and utilization in
secondary schools of Kaffa zone. There fore the mean score teachers& school leaders were
1.35& 1.28) respectively. Thep-value= 0.69 claimed that there is no significant difference
between with the responses of the respondents at p= 0.05 confidence level. In regard to this, the

5
majority of school leaders and teacher respondents answered their agreement level to provide
Guideline for proper planning and utilization of material resources in the school.

In supporting the above idea, one of the store keeper interviewer R-1 states that “It needs
providing guideline for proper planning and utilization of material resources in the school
for bringing better achievements on organizational objectives.”

In supporting the above idea, educational material resource management was the allocation of
resources from providers to resource utilizes. According to ministry of education educational
materials resource allocation and utilization are key factors to bring out quality of education. In
order to promote the quality of relevance and expansions of educations due attention was given
to supply, distribution and utilization of educational materials, educational technologies and
facilities, (ETP, 1994).

As indicated in table 7 of item 5, respondents were asked to rate their agreement level about
providing awareness raising issue on maximizing proper planning and utilization of available
material resource for the school community. As stated the two mean scores of teachers &school
leaders were 2.46& 2.16 conscountly. the p0.07>0.05, indicated, there is no significant
difference in the response of teachers and school leaders at p= 0.05 confidence level. From this
one can indicated that the school leaders did not frequently provide awareness raising orientation
in order to maximize the utilization of available material resources. Hence, school leaders were
not providing awareness raising issue on maximizing proper utilization of available material
resource as an opened during meeting and so on.

As confirmed from the interview held with PSTA chairman interviewer R-2 respondent
confirmed that: “Though school leaders had problem on providing awareness raising
orientation in order to maximize the utilization of available material resources, then there
was poor management of educational material resources”.
Document analysis made by the researcher match with the response given by the majority of
respondents. In line with this, Baily and Farmer, (2005) stated that material management
objectives means the minimum prices for materials, to the continuity of supply, consistency of
quality goods, supplier relations, development personnel and good records. The poor

6
performance of material is link to inadequate material resources facilities and storage of text
books and references material, which are among the major factors.

As indicated in the table 7 of items 6, respondents replied with the mean ratings Teaching and
non-teaching staff involved in realizing the proper planning & utilization of material resources
teachers& school leaders were 1.60&1.78 respectvely. The p0.98>0.05this indicates were no
statistically significant at 0.05 alpha level. This shows that the majority of respondents indicated
that the school leaders dominantly mobilize the school resources and the utilization of available
material resources was very poor in secondary schools of the study area.

Regarding this issue the storekeepers interviewer R-4 said that: "In secondary school of
Kaffa zone, leaders had problem on mobilizing the school resources, the school
community had not given concern about the school resource mobilization system, and
poor utilization of the school material resources of secondary schools.

As described in table 7 of item 7, respondents replied about the involvement of users in the
planning & utilization educational materials management with the mean ratings teachers &
school leaders were 2.34&2.44 respectively. The P-value 0.54>0.05 It was also found that there
is no statistically significant difference between teachers and school leaders. This indicates that
the majority of respondents agreed that the school leaders were not involving of users in the
planning & utilization educational materials management in secondary schools of Kaffa zone.

In sustaining the above idea, one of the PSTA chairman interviewer R-5 said that “The
school leaders did not involving of users in the planning & utilization educational
materials management and the school community had not given concern about
involvement of users in the planning & utilization educational materials management”

In the same way the qualitative data obtained from open ended questions exposed that the school
leaders did not allocate enough budget to library in the school. Document analysis made by the
researcher match with the response given by the majority of respondents and involvement of
users in the planning & utilization educational materials management. This is similar with DFID,
(2007) research evidences confirms that the most constituent characteristics in improving
students’ performance are the availability of text books and supplementary teaching learning
material resources and adequate utilization of it. From the above data it was possible to suggest

6
that secondary schools of Kaffa zone had not involving of users in the planning & utilization
educational materials management.

The above quantitative and qualitative data show that school leaders did not involving of users in
the planning & utilization educational materials management in the school in secondary schools
of Kaffa zone.

Concerning table 7 of item 8, participants were requested to indicate whether users accountable
for wastage of material resources in the school or not. As stated the two mean scores of teachers
&school leaders were 2.82& 2.50 respectively. The p= 0.43, indicated, there is no significant
difference in the response of teachers and school leaders at p= 0.05 confidence level. This tells us
that the majority of respondents indicated that users were not accountable for wastage of material
resources in the school

In this regard, the majority of school leaders and teachers were moderate they showed their
dissatisfaction with the issue.

.In supporting the above idea, the teaching learning process can be more successful in
educational institutions where educational materials or resources are available and well managed
and utilized. Concerning this Baily and Farmer, (1988) stated that material management
objectives means the minimum prices for materials, to the continuity of supply, consistency of
quality goods, supplier relations, development personnel and good records. The poor
performance of material is link to inadequate material resources facilities and storage of text
books and references material, which are among the major factors. Therefore, one of the prime
factors that affect the educational material resource allocation and utilization is poor
administration or traditional ways of management system tends to low achievement of
educational objectives.

4.3.5.2 Management of Inventory Controlling System

This section deals with the items related to the management of inventory controlling system.
Each item is analyzed based on the data obtained through questionnaires responded by teachers
and principals and further backed by the data obtained from interview and document analysis.
Accordingly, the eight items were interpreted as indicated in the table 8 below.

6
 Table 8: Perception on Management of Inventory Controlling System

No Items School Teachers Total N=166

leaders N=60 N=106
Mean SD Mean SD WM t-value t-value
Usage of inventory control system 2.25 0.63 2.23 0.54 2.24 0.32 0.07
2. Frequency of inventory conducted 2.50 0.65 2.86 0.72 2.69 1.42 0.90
3. Report after inventory 3.61 1.54 3.52 1.46 3.57 1.33 0.21
4. Process of updating inventory records 2.80 0.85 1.75 0.55 2.35 2.06 0.46

Scales: 1.0 - 1.49= very low, 1.50 -- 2.49= low, 2.50 -- 3.49= average, 3.50 -- 4.49= high and
4.50 -- 5.00= very high
Key: N= Sample of respondents

The above table 8 item 1depicted the respondents’ perception on management of inventory
controlling system in secondary schools of the study area.The mean value for teachers& school
leaders were 2.23&2.25 respectively .the P-value= 0.07, indicated, there is no significant
difference in the response of teachers and school leaders at p= 0.05 confidence level. The
majority of respondents indicated that, the school leaders did not had, any checking system but
they, try to check as they get some information from somebody.

Furthermore, the response of interview held with non-teaching staff interviewer R-6
confirmed that in their secondary school there was no strong inventory controlling system
on educational material resources. Moreover, it is found from the results via of document
analysis, inventory control systems used in most sampled school was very low.

From the so many function of material resource management inventory control is one aspect.
According Data, (2012), inventories are defined as stoke of material of any kind store for further
use, mainly in the production process.

As can be seen from table 8 of item 2 respondents replied with the mean ratings regarding
frequency of inventory conducted, the mean value teachers school leaders were 2.86& 2.50. the
p-value 0.90>0.05 indicated, there is no significant difference in the response of teachers and
school leaders at p= 0.05 confidence level. The majority of respondents showed their

6
dissatisfaction with the issue that not only lack of controlling skill, but also, not giving due
attention to the issue.

In connection to this, for document analysis showed that in most sample schools inventory
control was made once a year. This result may be faces over ordering of purchasing, over
stocking or unwanted educational materials were existed in the stores and procurement of needed
materials would be forgotten. Based on the result of analysis one can conclude that there is a gap
in inventory control system. This is similar with, UNESCO, (1984) inventory system of material
intended to guarantee the limited resource, measure the success in achieving the objective and
also to settle the continuing relevance of limited resource in changing situation. Therefore, for
properly allocation and utilization of different educational material resource and physical facility
play a major role in terms of achieving the intended educational objective.

As shown in table 8 of item 3, respondents were asked to rate their agreement level about report
after inventory. the two mean scoresof teachers& school leaders were 3.52& 3.61 respectvely.
p0.21>0.05, indicated, there is no significant difference in the response of teachers and school
leaders at p= 0.05 confidence level. This tells us that the majority of respondents showed their
satisfaction with the issue that Kaffa zone secondary schools were reporting after inventory.

The researcher document data analysis showed that the principals were report after inventory
mechanism, yearly inventory method to material resources.

In addition to this, woreda education office interviewer R-7 confirmed that: “The woreda
education office recommends that every school should conduct inventory at the end of
academic year and received only the report from the schools. Due to unfair resource inventory
control, the resources in the school were not well known. When one principal transferred or
dismissed from the position he/she simply went to the new school or other sector without any
clearance paper. Thus the new coming principal would receive only the visible educational
material resources.she would not be looked for the school resource tangible evidences, instead
simply planned to purchase new educational material resources.

In supporting the above idea, UNESCO, (1984) indicate the practice of inventory is not easy task
for administer and the planner of instruction material to measure and quantity cost.

6
As illustrated in table 9 of item 4, respondents were asked to their agreement level about process
of updating inventory records. In this regard, the mean value teachers &school
leaderswere1.75& 2.80. The p0.46>0.05 It was also found that there is no statistically significant
difference between teachers and school leaders. The analysis showed that, the majority of
respondents showed their agreement with the issue that there were no proper processes of
updating inventory recording system in secondary schools of Kaffa zone.

The interview with woreda educational office expert’s interviewer R-8 reported that, the
updating of inventory records in schools was very low. Thus it could be understood in
such manner that updating of inventory records in schools has not been given attention.

In addition to this, the researcher document data analysis showed that the principals had knew
but, they repel each other on the controlling system. For instance, they said that were the
responsibility of chief principals, administrative principal or the store keepers responsibility. In
supporting the above idea, Datta, (1988), has stated that the staff of each school is given a
considerable amount of responsibility and authority in determining the exact means by which
they address the problem of increasing academic performance.

4.3.5.3 Management of Unused Material Disposal

This section deals with the items related to the management of material disposal to accomplish
school objective. Each item is analyzed based on the data obtained through questionnaires
responded by teachers and principals and further backed by the data obtained from interview and
document analysis. Accordingly, the eight items were interpreted as indicated in the table 9
below:

Table 9: Management of Unused Material Disposal

6
Table 9: Management of Unused Material Disposal
No Items School leaders Teachers Total N=146
N= 60 N=128
Mean SD Mean SD WM t-value p-value
1 The identification of obsolete 1.27 0.51 1.41 0.53 1.34 0.30 0.22
materials
2 The effectiveness guidelines of the 1.60 0.55 1.68 0.58 1.64 2.13 0.59
school regarding disposal of
material resources
3 The school properly practiced 2.10 1.32 2.28 1.41 2.25 4.91 0.65
disposal of unused materials
4 Obsolete materials including 2.50 0.93 2.80 0.96 2.65 2.58 0.44
chemicals disposed properly

Scales: 1.0 - 1.49= very low, 1.50 -- 2.49= low, 2.50 -- 3.49= average, 3.50 -- 4.49= high and
4.50 -- 5.00= very high
Key: N= Sample of respondents

The disposal of material resource was critical principle of effectively managing educational
resource. Educational institution acquires supplies, services and works for them to perform a
variety of function.

Concerning to table 9 of item 1 respondent was asked rate their agreement level about the
identification of obsolete materials. Accordingly, the majority of school leaders and teachers
responded were answered very low about the identification of obsolete materials. For instance,
the mean value teachers& school leaders 1.41& 1.27respectively.the p 0.22>0.05, indicated,
there is no significant difference in the response of teachers and school leaders at p= 0.05
confidence level. The result of analysis shows that most of secondary schools of the study area
have not the identification of obsolete materials. But, the term unused material and equipment
refers to those material which are obsolete, surplus etc. found in any organization without any
use. According to MOFED, (2003) indicate that material resource require disposal action when
it’s not properly utilized and manage within institution. If not store-rooms are crowed by
different types of material which are not need as well as not in use for various reasons.

6
Regarding to table 9 of item 2 respondents were asked to rate their agreement level about the
effectiveness of guidelines of the school regarding disposal of material resources. Regarding this,
the mean value school leaders were 1.68& 1.60 respectively. The p 0.65>0.05. The t-test showed
that there was no significant difference between the two groups of respondents t= 4.91. The
result analysis tells us that the majority of respondents were agreed low then the school
principals did not effectively use guidelines of the school regarding disposal of material
resources in secondary schools of Kaffa zone. Concerning this idea, FRDF (2009), the head of
each public body shall ensure that the property at the disposal of public body is properly handled,
used and where necessary disposed of accordance with the directive.

As shown in table 9 of item 3, participants were asked to rate their level of agreement about the
school properly practiced disposal of unused materials. Accordingly, themean value teachers of
school leaders were 2.28&2.10 conscountly. Moreover, the t-value= 4.91 and p-value= 0.65)
indicates that, there is no a significant difference in the response of teachers and school leaders at
p= 0.05 confidence level. From this one can be possible to conclude that the school did not
properly practiced disposal of unused materials. But, according to MOFED, (2003) indicate that
material resource require disposal action when it’s not properly utilized and manage within
institution. If not store –rooms are crowed by different types of material which are not need as
well as not in use for various reasons. Mostly in schools worn out text books, broken chairs,
tables, irons, chemicals etc. are unused materials which crowed the store.

As indicated in the table 9 of item 4 shows views of the participants regarding obsolete materials
including chemicals disposed properly. the mean value of teachers school leaderswere
2.50&,2.80 SD= 0.93respectively. As the calculated t-value= 2.58 and p-value 0.44>0.05
witnessed that there is no significant difference in the responses of the two groups at p= 0.05
confidence level. From this one can be possible to deduce that outdated materials were not
disposed properly in secondary schools of Kaffa zone.
In supporting the above idea interview held with store keepers interviewer R-9 confirmed
that: “disposition of surplus materials were not done well, and the materials were still in
store rooms and made over crowding for recent materials.”

6
This is similarity to according to MOFED, (2003) indicate that material resource require disposal
action when it’s not properly utilized and manage within institution. If not store –rooms were
crowed by different types of material which were not needed for various reasons.

4.3.5.4 Challenges of School Principals in Managing Educational

Resources
This section is devoted to the presentation of the major difficulties that hinder the positive
management of educational material resources. Challenges are barriers that limit principals were
not to discharge their principal leadership responsibilities in their schools. Here under list of
items generated in the questionnaire, asking for teachers and principals participants to point out
their views.

Table 10: Factors Affect Educational Materials Management in Secondary Schools

No Items School leaders Teachers Total N=166
. N=60 N=106
Mean SD Mean SD WM t-value p-value
1. Lack of awareness for the staff 3.83 1.60 3.45 1.22 3.64 4.26 0.88
2. Lack of training for the staff 3.11 1.22 3.87 1.73 3.50 3.92 0.92
3. Lack of good planning skills 3.94 1.74 4.30 1.94 4.20 4.71 0.26
4. Lack of users’ skills 3.72 1.52 3.77 1.62 3.75 4.54 0.09
5. Problems of good storage and 4.49 1.99 4.41 1.92 4.45 4.98 0.76
handling
6. Lack of proper distribution 3.33 1.45 3.99 1.81 3.66 3.55 0.77
7. Lack of interest on the part of 4.27 1.13 3.68 1.53 3.98 4.59 0.54
the teachers in using different
educational material resources
8. Low management skill on the 3.33 1.23 4.21 1.86 3.77 3.86 0.32
part of principals
9. The top managers interference 3.67 1.53 3.83 1.64 3.75 3.42 0.55
10. Low participation of PTA 3.94 1.77 4.03 1.81 3.99 4.07 0.33
members in management
process

6
Scales: 1.0 - 1.49= very low, 1.50 -- 2.49= low, 2.50 -- 3.49= average, 3.50 -- 4.49= high and
4.50 -- 5.00= very high
Key: N= Sample of respondents

The above table 10 depicted the major challenges that affect the management of educational
material resources in secondary schools of Kaffa zone. There were 10 items presented for
participants of the study in order to show their level of agreements. As the data obtained from
school leaders and teacher respondents, lack of awareness for the staff, lack of training for the
staff, lack of good planning skills, lack of users’ skills, problems of good storage and handling,
lack of proper distribution, lack of interest on the part of the teachers in using different
educational material resources, low management skill on the part of principals, the top managers
interference, and low participation of PSTA members in management process were responded by
the majority of the respondents. The mean value of each group ranges from 3.11-4.49 for school
leaders and 3.45-4.41 for teacher respondents. The weighted mean value of responses of each
group ranges from 3.50 to 4.45. The computed t-test was (3.42-4.98 and p= 0.09-0.98). This
shows that there is no significant difference between the two groups of respondents. From the
above analysis it is possible to conclude that factors such as lack of awareness for the staff, lack
of training for the staff, lack of good planning skills, lack of users’ skills, problems of good
storage and handling, lack of proper distribution, Lack of interest on the part of the teachers in
using different educational material resources, low management skill on the part of principals,
the top managers interference, and low participation of PSTA members in management process
were the major factors that affect the school leaders performance of managing educational
material resources in secondary schools of the study area.

In addition to this, the store keeper interviewer R-10: “Major barriers for school leaders to
provide effective educational material resources were forwarded. Accordingly, the major
factors that school leaders encountered in playing their role were lack of knowledge in
coordinating and mobilizing stakeholders, insufficient experience in leadership, shortage of
time, work load, irregular daily disruptions, and insufficient delivery of store keeper support
material, and lack of support from concerned bodies. The Woreda education experts rarely
came to schools for the matter of collecting report data rather than assisting and supervising the
management of educational material resources.”

6
 CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter deals with the summary of major findings, the conclusion drawn from the findings
and recommendations that the researcher suggests and assumes operational in improving the
practices of management of educational material resources in government secondary schools of
Kaffa zone.

5.1 Summary

The purpose of this study was to investigate the practice and challenges of educational material
resource management in secondary schools of Kaffa zone. The study was attempted to answer
the basic research questions related to:-
1. What are the practices of educational material resources managemnet in secondary
schools of Kaffa zone?
2. To what extent educational material resources are propery planned and utilized in
secondary schools of Kaffa zone?
3. What are the major challenges of eductional material resources management in secondary
schools of Kaffa zone?

To answer these questions descriptive survey design was employed. To this end product, the
study was conducted in six secondary schools of Kaffa Zone. A total of 106 teachers were
selected by using simple random techniques and 60 school leaders were selected using simple
random technique. To triangulate the data obtained from teachers and school leaders’
questionnaires, interview was also held with 6 store keepers, 6 PSTA chairman and 3 WEO.
Both quantitative and qualitative data collected from different sources were arranged, organized
and presented in a way to properly answer the research questions. The closed-ended items were
computed and analyzed using percentage, mean scores and standard deviation.

While the percentage used to analyze the background information, the mean and standard
deviation served as the basis for interpretation of the data as well as to summarize in simple and
understandable way. To one side from this, t-test was used to test statistically significant
difference between the mean scores of the two independent variables (teachers and school

7
leaders). The presented response difference was tested at p= 0.05 significance levels. Data
obtained from the, one-to-one interview and document analyses were analyzed through narration
and triangulation. On the basis of the analysis and interpretation of the data gathered through the
instruments, the following major findings were indicated:

1. Practice of Material Resources Management

The leadership and purchasing planning skill was inseparable situations in material management.
Materials purchasing plan in education sectors was the scientific way of determining the required
materials for teaching-learning process. However, it was the most neglected area in the managing
activity and that brought weakness in the educational material management system.
 The findings of the study revealed that regarding managing the distribution of purchased
materials to the sub units of the school (teacher, M= 2.30, SD= 0.79) and school leaders, M=
2.30, SD= 0.77) were answered poor about managing the distribution of purchased materials
to the sub units of the school. The budget allocation from woreda wasn’t enough to purchase
even stationary for secondary schools and indirectly affected the quality of teaching and
learning process. It was also found that there was no managing the distribution of purchased
materials to the sub units of the school in secondary schools of Kaffa zone.
 The study found that (teacher, M= 1.91, SD= 0.67) and (school leaders, M= 1.90, SD= 0.67)
were answered poor about purchasing conducted in the school fulfill the need of all sub-
units of the school and the school manage the distribution of purchased materials to the sub
units of the school. Additionally, non-teaching staff members on the interview said that “in
their schools the need and interest of each community was not collected by school leaders or
planners. It was also found that purchasing conducted in the school did not fulfill the need
of all sub-units of the school and the school did not manage the distribution of purchased
materials to the sub units of the school in secondary schools of Kaffa zone.
 The result of the study showed that the mean value (school leaders, 1.00and teachers, 1.60)
respectively in table 10: Factors Affect Educational Materials Management in Secondary
Schools agree low about store-room capacity to accommodate the available materials. It was
also found that there was no store-room capacity to accommodate the available materials in
secondary schools of Kaffa zone.

7
 The finding of the study indicated that the mean scoreswere (teachers, 2.45, and school
leaders 2.33agreed low about avoiding unnecessary stock. It was also found that there were
no avoiding systems for unnecessary stock in the study area.
 The finding of the study showed that the mean scoreswere (teachers, 2.31 and school
leaders1.67) answered low about distribution of purchased materials as soon as users
needed. Regarding this issue three of the interviewed non- teaching staff respondents
reported it as follows: "the schools had exercised planning of material resources, but
inefficiency of its practice for improving quality of teaching and learning process. From this
one can be possible to say that purchased materials were not distribution as soon as users
needed in secondary schools of Kaffa zone.
 The major finding of the study revealed that the mean scoreswere (teachers, 1.91and school
leaders, 1.77 agreed low about collaborative performance of staff in material distribution.
Therefore one can conclude that there were no collaborative performances of staff in
material distribution in the study area.
2. Management of Educational Material Resources Planning and Utilization
 The result of the study showed that the stated by both groups over all mean scores that mean
scores were (school leaders3.40, 1.28 , 1.78 , 2.25, 1.60 2.80and teachers 2.41, 1.35, 1.6 ,
2.23 , 1.75 , 1.68) respectively inwhich there were no statically significant difference
between the responses of the two groups answered low about follow up and check made by
responsible bodies for proper planning and utilization of available material resources. As a
result, there were no clear guideline, there was no proper usage of inventory control system,
were no adequate processes of updating inventory records of education material resource ,
school were not effective regarding disposal of educational material resources and one can
infer that school did not properly done follow up and check made by responsible bodies for
proper planning and utilization of available material resources in secondary schools of Kaffa
zone.
 In addition to this, the rest one the mean scoreswere (school leaders2.50and (teachers, 2.80
agreed moderate about obsolete materials including chemicals disposed properly. Also that
conducting material disposal in secondary school, they took the system and putting them in
separate corner of the room due to absence of concerned body to take disposed materials.
Therefore, from the above suggestion possible to conclude that, the absence of concerned

7
 body to taken the disposed surplus from the schools was the main problem for proper
planning and utilization of school materials resources management in secondary schools of
Kaffa zone.
3. Challenges of School Principals in Managing Educational Resources
 As the data obtained from school leaders and teachers respondents confirmed that there were
lack of awareness for the staff, lack of training for the staff, lack of good planning skills, lack of
users’ skills, problems of good storage and handling, lack of proper distribution, lack of interest
on the part of the teachers in using different educational material resources, low management
skill on the part of principals, the top managers interference, and low participation of PSTA
members in management process were responded by the majority of the respondents. From the
above analysis it is possible to conclude that factors such as lack of awareness for the staff, lack
of training for the staff, lack of good planning skills, lack of users’ skills, problems of good
storage and handling, lack of proper distribution, lack of interest on the part of the teachers in
using different educational material resources, low management skill on the part of principals,
the top managers interference, and low participation of PSTA members in management process
were the major factors that affect the school leaders performance of managing educational
material resources in the study area.

5.2 Conclusions

Based on the above findings the following conclusions were drawn:

 The result of the study revealed that the practice of need assessment, selection of materials,
purchasing, distribution and inventory control of educational materials was found to be in a
moderate level. The arranging, recording and coding practice of material resource in the sample of
schools were inefficient and not given due attention the situation. In addition to this, the purchasing
made in the schools was not appropriate to the needs of stakeholders. This implies there was
ignorance of stakeholders about standards of educational material resources in the system which
negatively affected the quality of education and there were misuse of educational material
resources and this in turn might lower down the students’ achievement of secondary school of
Kaffa zone. Thus, attention has to be given of disposal of unused educational material resources
according to the rules and regulation of the country. This indicates that the above issue negatively
affects and in turn might lower down quality of education.

7
 The study was identified that lack of skilled and qualified school leaders and non- teaching
staff members in the secondary school of Kaffa zone. There was a weak coordination of
activities in proper planning and utilazation of material resource in the study area. The
secondary schools material planning also lacks specification and collective decision of
stakeholders.
 Among the various factors that affect the effective management and utilization of educational
materials, lack of awareness for the staff, lack of educational material management training
for staffs is the most serious challenge/problems, lack of good planning skills of leaders on
material mgt and utilization is the second serious challenge, lack of users‟ skills is 3rd, good
storage and handling, lack of proper distribution as well as ack of interest on the part of the
teachers in using different educational material resources, low management skill on the part
of principals, the top managers interference, and low participation of PTSA members in
management process were identified in their order from most challenging to the least one.
Therefore, it is fair to conclude that the management and utilization of educational resource
is mainly affected by lack of leaders‟ and staff‟s skills on how to manage and utilize these
resources for educational purpose.

5.3 Recommendations
On the basis of the findings and conclusions drawn the following recommendation were made:-
 In order to make educational material resource management effective, it is advisable for
Kaffa zone education desk and woreda education offices should employed qualified and
skilled manpower of school leaders and non- teaching staff members for secondary schools.
 It is advisable for Kaffa Zone education desk and woreda education office should promote
action at all schools, to create understanding through training on management functions
such as: planning, purchasing, warehousing, allocation and distribution, inventory control
and disposal of educational material resource negative practice and misuse of educational
materials allocation and utilization.
 It is advisable for school principals and WEO to develop the regular structure of inventory
control and update inventory records by computer based and report after inventory for
concerning stakeholders.
 The other big problem in most secondary schools was inefficient arrangement, recording
and coding of educational materials resources in warehouse. So to solve that problems, it is

7
 advisable for zone education desk and WEO had to recruit skilled or qualified personnel for
better improvement of warehousing.
 Concerning the disposition of obsolete and surplus material in secondary schools the
activities were practiced at lower level. In order to attain proper disposal of obsolete
materials having a clear responsibility and authority of concerned bodies should be
essential. Thus, Kaffa Zone Education Desk should provide financial rules and regulations
for schools which lead them to dispose obsolete material efficiently.
 It is appropriate for schools to have the necessary guidelines, rules and regulations used for
the educational materials resources management from REB. School administrations should
open and accessible for teachers, students and parents the guidelines, rules and regulations
which may contribute for efficient management of educational materials resources in those
schools.
 It is advisable for school leaders should carry out formal and informal follow up support,
change and improvement of the application of guidelines, rules and regulations in the
schools. Otherwise, the provision of guidelines, rules and regulations will not benefit the
schools.
 To overcome the problems related with management of educational materials resources
allocation and utilization activities, schools should prepare proper specification in advance
and based on the requested specifications of purchase quality materials.
 Generally to improve educational materials managements in supporting quality of
education, more comprehensive and relatively detailed study should be carried out, that
might be able to bring more viable solutions.

7
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Negussie Teferedegn, (2007). Leadership Problem in the management of educational Resources in

selected TVET Colleges of Ethiopia, MA, and Thesis.

7
Ogbebor, O., (2011). Library resources and their role in education, retrieved from
http://Osarom.blogspot.com/2011/12/ library- resource and their-role in html.

Robson, C., (1993). Real World Research: A Research for Social Scientists and Practitioners

Researchers, UK: Black Well. SNNPRS, (2013). Standard for Education Quality Assurance, Hawassa

Tekeste Negash, (1990). The crisis of Ethiopian Education, Sweden: - Uppsala University.

UNESCO (1984). the Educational Administrator and Instructional Materials, Paris: IRL, Imprimerie

UNSCO, (1992). Book of Reading in Educational Management .Zimbabwe, Mazanogoro Converters

Ptv. Ltd

Worku Birhanu, (2007). A Comparative study of Material Resource Management and Utilization in
government and non – government TVET, Institution in A.A. M.A Thesis, Addis
Ababa university, Addis Ababa, Ethiopia

7
 APPENDICES
APPENDIX I

JIMMA UNIVERSITY

COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES

DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT

Questionnaires for School Leaders and Teachers

Dear sir ⁄madam/ school principal/teacher, my name is Birtukan Dejene. I am MA candidate in

the department of educational planning and management at Jimma University. I am conducting
research as a part of the requirements for my second degree in school leadership. I will like to
invite you to participate in this study as respondent. The purpose of this questionnaire is to
collect data for the study entitled “Practice and Challenges of Educational Material Resources
Management in Government Secondary Schools of Kaffa Zone”. Your responses are vital for the
success of the study. So, you are kindly requested to read all questions and fill the questionnaire
with genuine responses. Be sure that the responses you may give are used only for educational
purpose and information is kept confidential. In responding to the questions, please note the
following:

1. All the questions raised here are equally important to attain the objectives of the study. Failure to
complete one of questions will affect the overall study;
2. Please put (√) mark for questions with options, or write brief answer whenever necessary;
3. You are not required to write your name.

Part One: General information and respondent’s personal data. Please put a tick mark (√) for
your response or give short answer in the blank space.

1. Sex: Male Female

2. Age: Below 25
26-35 3 -45 Above 46
3. Service years: 1- bove 21
-106 11-15 6-20
1
5
A
4. Level of education: Diploma egree Masters
D
5. Current position: Principal Unit-leader Dpartment-head T acher
 Part Two: Practices of school principals in managing educational material resources

Direction: Please read each item separately and indicate your degree of agreement by putting tick
mark (√) under one of these alternatives.

2.1 Management of Material Purchasing Plan (5= Excellent, 4= Very good, 3= Average, 2= Poor
and 1= Very poor)

No Items 1 2 3 4 5
1 The involvement of users in the planning of
educational materials
2 Reporting of purchasing process for the staff
3 Budget preparation for the provision of the required
Materials
4 The match between what is planned and purchased
5 Need assessment for planning process
6 The purchasing conducted in the school fulfill the need
of all sub-units of the school
7 Relevance of purchased materials for the teaching-
learning process
8 Managing the distribution of purchased materials to the
sub units of the school

If you have other methods that applied to do managing educational material resources practice
regarding purchasing in your school? Please list them
2.2 Management of Materials Storage (5= Very high, 4= High, 3= Average, 2= Low and 1= Very
low)

No Items 1 2 3 4 5
1 Store-room capacity to accommodate the available materials
2 Material identification
3 Immediate supply of materials from the store
4 Avoid unnecessary stock
5 Cross checking of the return of borrowed Materials
6 Frequency of principals’ supervision for stores

Are there other methods that applied to do managing educational material resources practice
regarding storage in your school? Please list them

2.3 Distribution of Material Resources (5= Very high, 4= High, 3= Average, 2= Low and 1= Very
low)

No Items 1 2 3 4 5
1 Distribution of purchased materials as soon as users needed
2 Collaborative performance of staff in material distribution
3 Distribution of materials based on user’s requisition

If you have other methods that applied to do managing educational material resources practice
regarding distribution in your school? Please list them
 Part Three: The extent of management of educational material resources planning and
utilization

Direction: Please read each item separately and indicate your degree of agreement by putting
tick mark (√) under one of these alternatives.

3.1 Management of Material Resource Planning and Utilization (5= Very high, 4= High, 3=
Average, 2= Low and 1= Very low)

No Items 1 2 3 4 5
1 The accountability for misused material
2 Follow up and check made by responsible bodies for
planning and utilization of available material
resources
3 The protection of materials from any wastages
4 Guideline for proper planning and utilization of
material resources in the school
5 Providing awareness raising issue on maximizing
proper planning and utilization of available material
resource for the school community
6 Teaching and non-teaching staff involved in realizing
the proper planning & utilization of material resources
7 The involvement of users in the planning & utilization
educational materials management
8 Users accountable for wastage of material resources in
the school

 Please mention if you have additional inventory controlling system

 3.2 Inventory Controlling System (5= Very high, 4= High, 3= Average, 2= Low and 1= Very
low)

No Items 1 2 3 4 5
1 Usage of inventory control system
2 Frequency of inventory conducted
3 Report after inventory
4 Process of updating inventory records

 Please mention if you have additional inventory controlling system

3.3 Management of Material Disposal (5= Very high, 4= High, 3= Average, 2= Low and 1=
Very low)

No Items 1 2 3 4 5
1 The identification of obsolete materials
2 The effectiveness of guidelines of the school regarding
disposal of material resources
3 The school properly practiced disposal of unused materials
4 Obsolete materials including chemicals disposed properly

 Please mention if you have additional management of educational material resources disposal
Part Four: Challenges of Managing Educational Material Resources

Direction: Please read each item separately and indicate your degree of agreement by putting
tick mark (√) under one of these alternatives (5= Very high, 4= High, 3= Average, 2= Low and
1= Very low)

No Items 1 2 3 4 5
1 Lack of awareness for the staff
2 Lack of training for the staff
3 Lack of good planning skills
4 Lack of users’ skills
5 Problems of good storage and handling
6 Lack of proper distribution
7 Lack of interest on the part of the teachers in using
different educational material resources
8 Low management skill on the part of principals
9 The top managers interference
10 Low participation of PTA members in management
process

 Please mention if you have other problems related to challenges of managing educational
material resources

Thank you!
 APPENDIX II
JIMMA UNIVERSITY

COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES

DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT

Interview Guide for Educational Coordinator

An interview guide for principals entitled “Practice and Challenges of Managing Educational
Materials Resources in Secondary Schools of Kaffa Zone.” First of all I would like to express
my heart felt gratitude for giving me your valuable time. I strongly assure that the responses
you are going to give are used only for educational purpose and information is kept it
confidential.

General information and respondent’s personal data

1. School name

2. Sex

3. Age

4. Service

5. Level of education:

6. Qualification or field of specialization

Thank you in advances for your kind cooperation!

1. How do you evaluate the school relation to the effective implementation of

educational material management function?
2. What is the role of stake holders in the management of educational material resources?

Are there guide lines that help to properly plan & utilize of educational materials?
What are major challenges negatively affect the management & utilization of
educational material resources in your woreda?

What possible solutions do you suggest to alleviate the problems you have mentioned in
utilization of material resources?
 APPENDIX III
JIMMA UNIVERSITY

COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES

DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT

Interview Questions to be Conducted by Storekeeper

Dear respondents; an interview guide for principals entitled “Practice and Challenges of
Managing Educational Materials Resources in Secondary Schools of Kaffa Zone.” First of all I
would like to express my heart felt gratitude for giving me your valuable time. I strongly assure
that the responses you are going to give are used only for educational purpose & information is
kept confidential.

General information and respondent’s personal data

1. School name

2. Sex

3. Age

4. Level of education

5. Service

6. Qualification or School leaders field of specialization

Thank you in advances for your kind cooperation!

3. How do you evaluate the school relation to the effective implementation of

educational material management function?
4. What is the role of stake holders in the management of educational material resources?

Are there guide lines that help to properly plan & the utilization of educational materials?

What are the major challenges negatively affect the management & utilization of educational
material resources in your woreda?

5. What possible solutions do you suggest to alleviate the problems you have mentioned in
utilization of material resources?