CHAPTER ONE

1. INTRODUCTOIN
This chapter consists of background of the study, statement of the problem, objective of
the study, significance of the study, delimitation of the study, limitation of the study and
definition of key terms and organization of the study.

1.1. Background of the study

Education plays key role for the overall developments of any society. It produces a
knowledgeable, skillful, competent and active citizen who contribute a lot for the
betterment of country. In order to obtain such individuals, the education system should
be efficient and effective. One of the determinants for efficiency and effectiveness of
education system is the existence of competent managers and leaders in educational
institutions (Muhamed, 2011).

Moreover, educational organizations are established to attain certain objectives. To

achieve this objective, these organizations should fulfill the resource and use it
effectively& efficiently. However resource, especially educational resource is scarce.
Because of this reality it needs wise management and utilization USAID/IQPED II
(2005:184). According to this source Ethiopia is poor and has no resource. In this case
schools in Ethiopia are not properly organized and they have shortage of educational
resources. As a result these schools are in difficulties to provide quality education.

It is not only the poverty of the country that makes the schools in Ethiopia poorly
organized and in problem of providing quality education. The major case is that
exploitation of the available resources because of the poor management and utilization of
the resources USAID/ IQPEP I (2005:184). From my experience, this situation is true in
Goro Gutu woreda. In other words poor management and unwise utilization of
educational resources is observed in some schools in Goro Gutu woreda.
Making the school resources to be properly utilized as to realize the objective of the
schools is the major responsibility of the schools. To make the material resources to
provide intended service the school should take care for the resources and make the
necessary maintenance for them USAID/IQPEP I (2005: 85) .

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Educational material resources are stated in different ways. As indicated in Adesina
(1990), material resources include textbooks, charts, maps, audio-visual and electronic
instructional materials such as radio, tape recorder, television, computer, typewriter and
video tape recorder. In addition the physical facilities (resource) that enhances the
teaching and learning activities are stated as: Gizaw Zewge (1989:78) 1 the school plant
comprising the class room, laboratories, Libraries, offices, auditorium, workshop,
recreational, sport field and Etc (2) the school physical environment that includes the
rivers, hills, plains, valleys, rocky, roads, buildings etc.
From my experience there are also the following school furniture. These are students
seating chairs, desks, black board, teachers’ table, chair, cupboards, pedagogical centers
and etc. And the problem in the management of such educational materials or furniture
was the focus of this study.
1.2. Statement of the problem
In this study, identifying problems that are hindering the school principals to manage
material resources effectively is crucial. This study attempts to identify problems of
principals in the management of material resources in selected primary schools of Goro
Gutu woreda and forward possible solutions to overcome the problems. As the researcher
is an educational expert, that is some cluster schools’ (CRC) supervisor in Goro Gutu
district, the researcher observes poor management of material resources like less
involvement of stakeholders and improper care for school materials in some schools of
Goro Gutu wereda. Based on this, the researcher decided that this problem needs to be
studied. If this problem will not be studied and solutions will not be forwarded, it might
be extended to the all schools of the wereda more and more and will continue to affect the
achievement of educational organizations’ goals. It also attempts to answer the following
basic questions.
1- To what extent does the knowledge of the principals effective in managing
material resources in selected primary schools of Goro Gutu woredat?
2- What are the major roles of primary school principals in the proper utilization of

material resources in selected primary schools of Goro Gutu woreda?

3- What are the major problems that hinder principals’ efficiency in managing
material resources in selected primary schools of Goro Gutu woreda?
4- What are the possible solutions to overcome the challenges ?

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 1.3. Objectives of the Study
This study has general objective and specific objectives.

1.3.1. General objective

The general objective of this study is to assess (investigate) the major problems of
primary school principals in the management of material resources and forward possible
recommendations.

1.3.2. Specific objectives

More specifically, this study attempted to:
1. Assess the major problems that hinder the principals in managing material
resources in selected primary schools of Goro Gutu woreda.

2. To identify the effectiveness of the principals in managing material resources in

selected primary schools of Goro Gutu woreda.

3. To assess the major roles of primary school principals in proper utilization of material
resources in primary schools of Goro Gutu woreda.

4. To come up with possible solutions for the challenges.

1.4. Significance of the study

This research attempts to identify problems of principals in the management of material
resources in most primary schools of Goro Gutu woreda. In this case it was important to
provide the necessary empirical findings which indicate ways of alleviating the problems.
Form the findings of this study different bodies will be benefited.
1. The reasearch may assist school principals to solve their problems in managing
material resources and alleviate them.
2. It may help woreda educational officials to be aware of the prevalence of the problem
and take action to support the schools solving the problems.
3. This study may help teachers, school supervisors, district educational officials and
other concerned bodies to probe much deeper in to the problem.
1.5. Delimitation of the study
The study was focused on the problems of principals in managing material resources in
primary schools in Goro Gutu woreda. The study did not include other woreda rather

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than Goro Gutu Woreda and it was not include the problems of principals in managing
other type resources other than material resources.

1.6. Limitations of the study

The study has certain limitations that need to be taken into account. Certainly, the

limitations of this study includes problems of managing of material resources, or the

generalizability of the study to other contexts, since it was conducted in just one school.

While the school enrolled over a thousand students, unquestionably, this is a small

population of students. The following problems were occurred and created some

inconvenience on the researcher during the conduct of this study.

 Because of shortage of time and finance the researcher was unable to include more
(wider) sample size in the research.
 Lack of reference materials that would have helped to minimize the cost of
transportation to access reference materials found at distance.

1.7. Definition of key terms

Efficiency: the quality of doing something well with no waste of time or money. Oxford
University (2005: 489).
Material resource: things that are needed in order to do a particular activity: teaching
materials. Oxford University (2005: 945).
Principal: the head of a college, university or a school, usually head teacher. Macmillan
(2002: 1119).

1.8. Organization of the Study

The study was organized as follows. The first chapter deals with the problem and its
approach. The second chapter focuses on the review of related literature. The third
chapter deals with the research design and methodology. While the fourth chapter deals
with the presentation, analysis and interpretation of data collected.The fifth chapter
provides the summary, conclusion and recommendation on the basis of the findings

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 CHAPTER TWO
2. REVIEW OF RELATED LITERATURE
2.1 Concept of Education Resources

To make school activities effective, among other things having sufficient and qualified
educational materials and using them wisely is crucial different types of educational
materials are different types of educational materials are needed to strengthen school
efforts and realize school objectives WSAID/IQPED II(2005 EC:179).

According to USAID /IQPEP II (2005 EC:180), it is possible to classify the main

educational resources in to five major types. These are

1. Human resource- this may include teachers, students, administrative workers and
parents.
2. Educational material resources- this may include the following categories.
Teaching materials: radio, Television, laboratory instruments, library, chalk and etc.
Books: student text books, teacher guides and reference books.
Buildings: classrooms, administrative rooms, laboratory rooms, library and etc.
School compound: different plants, fruits and vegetables, sport field, form land, etc.
3. Money- money is the major and the very important resource in educational works.
This includes government money and money from the schools internal incomes.
4. Time resource- time is the major work tool tike money and other educational
materials. Every activity in the school is programmed and done in its specified
minutes as a result in educational activities time needs special attention.
5. Information- information is as use full as the above mentioned resources in the work
of improving productive education. Especially in this globalized world the value of
information is high. Information is used as in put in decision making, planning,
evaluation and etc, in educational activities.
Again according to Gizaw Zewge (1989:76-126) critical resources in school programs
are classified in to five groups. These five groups are stated as follow:
1. Human resources: This refers to people directly or indirectly involved in carrying
out activities related to teaching and learning. This includes both the teaching and
non-teaching personnel who organize and conduct instructions as well as learners who
operate in the process (Gizew Zewge (1989:76).

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2. Educational material resources: This includes those items so designed, modified
and prepared to assist teaching learning activities. They are produced according to
specific age and level of instruction. This may includes, text books, teacher guides,
manual program instructions, audio visual aids, television, radio, projectors, films and
etc. Gizaw Zewge (1989:77).
3. Financial resources: financial resource is one of the resources needed by the school
administration. Iti is an essential tool used to purchase goods and services required to
affect teaching and learning operation.
4. Physical facilities as resource: A school plant and ist environment can be classified
as physical recourse of the school. The physical facilities that enhance the teaching
and learning activities are stated as Gizaw Zewge (1989:78) (1)the school plant :
comprising the class room, laboratories, libraries, offices, auditorium, workshop,
recreational and sport fields and etc. (2)the school physical environment : includes
the rivers, hills, valleys, rocks, roads, buildings and etc. These physical facilities
(resources) if used by teachers will provide them with the necessary information that
helps to facilitate good teaching and learning interaction.
5. Time resources: without doubt organizational activities require time resources. This
refers to the appropriate time used to carry out work Gizaw Zewge (1989:78).

In general, this all implies that, having different kinds of resources is must to achieve the
educational goals of school. However, from different kinds of educational resources the
concern of this study is educational material resources.

2.2. The Concept of Educational Material Resources

Educational material resources include those items so designed, modified and prepared to
assist teaching learning activities (Gizew Zewgw 1989:77). This implies that material
resources are very important resources in education context as they assist teaching and
learning activities. It is believed that every school has more or less material resources
which it used in running teaching and learning activities.

As Srinivas (1968: 58), states school plant as educational resource is compressive term
meaning, building, play ground, furniture, equipment, library, laboratory and so on. All
the physical facilities that are required for achieving the various objectives of the school
constitute the school plant. Again it adds, in many states, the education departments have
developed their education codes and lists of minimum equipment and furniture for

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different stages of education. This has been done with full realization that without these
minimum facilities education cannot be efficient and effective. They are also necessary
from the health point of view and for convenience as well as comforts that are baldy
required for making education attractive and interesting. Adequate care and precautions
should be taken for providing suitable equipment and furniture otherwise instead of
promoting. They will stand on the way of better teaching-learning process (Dr. Srinivas P.
58).

Many commissions reported to have noticed many schools where hard equipment and
subjects were taught. The commissions have also felt that the laboratories were hardly
than ever used, except as store houses for odds and edds, theoretical instruction in such
important subjects as physics and Chemistry was given in the classroom. Geography is
said have been taught without maps, Physics without models and Instruments and
Chemistry without rudiments of laboratory and mathematics without models. Therefore,
all attempts should be made for providing suitable equipment and furniture and also for
optimum utilization and maintenance. All the classroom equipments may be divided in to
two categories: One is essential equipments. This includes desks, Chairs for the pupils,
blackboard or chalkboard, a chairs and tables for the teacher, a map stand and pointer and
a few chalks and duster.

The second is desirable equipments. This also includes a big cupboard carved in to the
wall for keeping books, registers, a notice board, a bulletin board, ceiling fan and artificial
light, drinking water in the jars or buckets, and some relevant illustration models,
specimen and other A.V. materials As Srinvas (1968:69).

According to USAID/IQPEP II (2005 EC: 180), educational material resources are

categorized into four sub-groups, these sub-groups are treated as follows:

Teaching Material: According to the source teaching materials include radio, television,
laboratory instruments, chalk, black board and etc. Regarding the teaching materials of
the schools in Goro Gutu District fulfilled some of them. In other words, though the
shortage of television and laboratory instruments is observed in all primary schools of the
woreda other teaching materials like radio, chalk, blackboard and etc. Are available in
most of the primary schools, (USAID/IQPEP II (2005 EC: 180).

Books: this includes student’s text book, teachers, guide and reference books. It is
doubtless that without these materials (books), it is very difficult to run teaching and
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learning activities in the school. Because of this reality, it is possible to say books are the
most important teaching materials. In the primary schools of Ethiopia, although shortage
of some books, especially, reference books is observed books are used as the very
important teaching materials. This is true also in the primary schools of Goro Gutu
Woreda.

Buildings: This includes class rooms, administrative rooms, laboratory rooms, library,
toilet and etc. In the reality, these rooms are needed to be available in the schools:
However, though classroom, are observed in every school there is shortage of laboratory
rooms, library administrative rooms and standardized toilets in the most of primary
schools in Goro Gutu Woreda. Most of the buildings in the schools of Goro Gutu woreda
are made up of wood, mad, metal plate roof and there are also very tow buildings made
up of concrete and with metal plate roof.

School Compound: includes different plants, fruits and vegetables, sport field, farm land
and etc. Those items categorized under school compound are also available in the most
schools in Gorogutu Woreda. Especially form land is very common in the schools of
Gorogutu Woreda which is cultivated by the community as source of income to the
schools.

In sum, these, the above mentioned materials (items) listed under the four categories by
USAID/IQPEP II (2005 EC: 180)are the important educational materials in operationalize
educational actives. Even though most schools in Gorogutu are facing shortage in some
items (materials) it is possible to say these educational materials are the back bone of
teaching and learning activities in the school.

Moreover, as reported in stood (1981:33) material resources are classified as fixed

(durable properties which can last relatively longer liter) and materials (those properties
which can exist relatively finished shorter life usually one less than two years). On other
hands Bekuretsion (2005:73) states that, material resources include renewable and
immediate items. As this source each item is used for specific objective and the
integration of all items can help to support and promote the education process.

The above ideas of different writers on the classification of material resource show that
the material resources in school can be classified in to different categories. Whatever the
classification, material resources are the major in puts in the teaching- learning process.

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Supporting this reality, Andesine (1990:45) expresses that material resources are among
the most important factors in the achievement of the goals of educational institution.
Therefore resources are the major inputs of educational system and most of them are the
media of the instruction in the teaching- learning process.

2.3. The Concept and Meaning of Educational (School) Materials Management

2.3.1 The Concept of School Materials Management

Like individual person or an organization government has materials which it used to run
works. In this case governmental organizations have to use the materials given to them to
its specified activity, with responsibility, wisely and efficiently. Moreover, to realize
having using keeping, maintaining, caring for and disposing of materials with minimum
budget and on the time is very important USAID/IQPEPI (2005 EC:85).

According to MOE, (1994:22) management of educational resource in general and

educational materials in particular has to be participatory. As indicated in this source, as
Ethiopia is following the decentralized educational management and administration, high
responsibility is give to the community and students parents to manage the schools.

This implies that as the community and parents are given the whole responsibility to
manage the schools, they are responsible to manage educational materials in general and
school in particular in their school .and it is believed that the involvement of the
community and parents in resource management is effective.

Moreover, Otto (1954:607) indicated that, school principals have to participate, teachers,
students, parents, parent teacher Association committee (PTA) kebele educational and
trading board (KETB) and the non-teaching staff of the school in managing school
materials. In addition this source expressed that the school principal must work in collar
borating with the staff to determine which supplies and facilities needed for the
attainment of educational objectives. He/she have to plan with the staff for effective use
and maintenance of existing school materials and facilities.

The above idea shows that, the management of educational facilities should involve
different bodies. This is to mean that teachers, non- teaching staff, PTA, KETB are the
part of the management of educational or school materials. Especially PTA and KETB are
the responsible governing bodies in most of the decisions made in schools on the behave
of the community they represented (MOE. 1994:17). As result they manage and control
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the resources in the school. And as the school materials are also one aspect of the school
resources these bodies here high responsibility in planning, collecting keeping,
maintenance, controlling and disposal of school materials.

In the case of the responsibility and participation of different bodies in the management of
school materials the reality in the schools in Goro Gutu Woreda isa more or less similar
with that of put in MOE 1994 as result of the schools in the Goro Gutu Woreda are
governed by this blew print as well as the whole schools in the country.

Again in USAID/IQPEP/I (2005 EC: 85) the responsibility of school principal are stated
as follow: First, as much as possible he/she has to realize that the school resources must
utilized as to achieve the objective of the school. To make the materials give the intended
service the school principal should realize the materials are properly stored and have the
necessary maintenance. Second, the principal has to realize that finished materials which
are not utilized at the moment acre kept properly and the necessary registration and
country is made for them. Lastly, he/she has to make the school materials be counted
once a year based on the Ethiopian federal Government 649/2001 EC- Dollarization of.

Based on this to understand the concept of material resources properly and manage them
know the meaning of material resource is obligatory. Based on the dollarization of federal
Government of Ethiopia (649/2001 EC) material resources are categorized in two fixed
materials and finished materials.

Fixed Materials: as stated in federal Government of Ethiopia Declaration (649/2001EC)

sited in USAID/IQPEP I(2005 EC :86), Fixed material resource is the existing material
that the cost of a single material has capacity to serve more than one year and that is
giving service based on this meaning it is possible of the school. The fixed material
resources can include building, chair, desk, typewriter, computer, radio, Tape recorder
and etc.

Finished Materials: this includes materials which are not included under the fixed
government materials. They are material resources which con give service for the period
less than one year and the price of a single material is less than 1000 Birr.

In addition USAID/IQPEP II (2005 EC: 88), states that to identify and know and to apply
the registering procedure of fixed materials looking to the meaning given to fixed
materials deeply and identifying them form the finished materials is must. This is needed

10
because of the confusion in identification of same materials between the fixed and
finished materials based on the meaning given to them.

In other words, there are some materials which have the property fixed materials but do
not included in the meaning given to fixed materials. There are some materials more than
one year service though their price is less than 1,000 Birr, unless such materials are
treated as fixed materials they can exposed to exploitation and they may be asked
repeatedly like the finished materials and remain in the hand of individuals. These include
materials like stapler, calculator and etc. and such materials may be asked repeatedly like
for example paper, chalk, pen, pencil and etc.

Generally, based on the above mentioned idea as put in USAID/IQPEP I(2005 EC:89), it
is possible to classify school materials in to two groups. The first groups are materials
which their price is less than 1,000.00 Birr but with more than one year service period.
For example, stapler, calculator etc. And the second groups are finished materials which
are their service period is less than one year.

2.3.2 The Meaning of Material Resource Management

According to Dr. Srinivas P.43, materials management is the name given to the modern
approach it purchasing and stock management, it integrates both the purchasing and stock
management functions, enabling the firm to benefit from a close liaison between the
stores personnel and the buyers. The integrated materials function is managed by
materials manager, who is responsible for both the stores and purchasing. The traditional
organization of purchasing and is based on the premise that the acquisition of materials.

The responsibilities of the materials manager are likely to include: the purchasing of
materials and equipment, the running of the stores and maintenance of stock levels,
participating in process design on a consulting basis, keeping up to date with the
development and introduction of materials and providing information for use in the
preparation of a purchasing budget.

Material resource management concerned with those management function such as

planning organizing, purchasing, ware housing, distribution, inventory controlling and
disposal of material resources Chapman and Arnold (2004:97). Furthermore, Mhamba
(1992:114) state that mate rail resources management in relation to education may be
defined as that aspect of managerial functions concerned with planning, purchasing,

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allocation, distribution and controlling the proper use as well as well as maintenance of
educational materials and facilities in order to realize the objectives of the education
system. In addition it states that, material resource management activities are frequently,
handled at the local or office level and involve regular communication with suppliers
concerning requirements such as order quantity and delivery dates.

Andesine (1990:132) explained material resource management in general as organization

and mobilization of all human and material resources in a particular system for the
achievement of identified objectives in the system. Thus material resource management in
general is concerned with managing human beings and materials.

As stated in USAID/IPEP/ I(2005 EC: 89), material resource management is the process
by which schools have the materials needed them for the activities they perm and the
service they provide. It is the process by which the schools store the school materials
which received from funds, by charity at the safe place and keep them properly and
protect them from damage and wastage in addition material resource management
includes registering the fixed materials and finished materials found in the store and
which are giving service and making evaluation of the received and loosed materials to
make the required materials be received by different methods. According to this source,
generally the management of material resource includes the process of purchasing,
keeping, utilizing, controlling and reporting. These processes need planning and decision
making step by step.

In the management of government materials, emphasis has to given to taking care for,
controlling and wise utilization of fixed materials. In addition, the management of
materials includes deciding about the caring for and utilization of materials, knowing the
place where the materials are found, utilizing and disposal of materials. The process of
managing fixed materials begins from the date the material is taken from the stare. The
fixed material which is found in the store is taken as a stock.

In the case of the materials which their price is less than 1,000.00 Birr and their service
period of time is more than one year they needed to register and control them separately
to protect them from wastage. Fixed materials can be returned to store or restored when
the worker using the material and etc. The fixed materials returned to store room
following the stock management system. In this case it needs preparing separated store
room for the restored materials.

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However in the school level since the stock available is simple it is possible to store the
new materials and the restored materials separately in one room. This way of storing the
new and old materials in one store room saves the cost of material management. As a
result the schools need to apply such storing way by coding the materials to identity the
new and the old materials USAID/IQPEP I (2005:91).

2.4 The Importance of Material Resource Management

The importance of material resource management at school level is very important in

many cases. Some of the importance of it are put as :to make the materials needed to
perform educational activities available when needed, to make then school materials
provided by different ways utilized on the right time ,to make the chooks take care for the
materials they owned ,to maintain and renew the damaged materials, to dispose the
materials being out of service following the right procedure, to identify where the
materials are found and caring them by registering them, to make giving, receiving and
movement of the materials be in the right procedure, to protect the available materials
from wastage and preserve them, caring of the teaching – learning materials and utilize
them by saving and to make the unwanted surplus and deficiency of materials will not be
faced the organization. The most of the material resources of the schools in Ethiopia are
purchased by the government budget. However, there are some materials are donated
from different organizations and also provided by the community. Caring for and proper
utilization of these materials needs experience and effort of the material resource
managers. Especially materials, which are purchased, need special attention. As a result in
school level to purchase materials know the rule and regulation of purchasing,
USAID/IQPEP I (2005 EC: 92).

As a result of the backward though which say, the material resource management do not
need training and special profession, the luck of trained workers, in this area is one of the
major problems in material resource management. Because of the adapted trend in the
centralized educational management before, still in this decentralized educational
management the problems managing schools material resource is not solved.

This problem is not only in schools but in many of the government offices the affection
given to resource management is very low. This is the result of luck of knowledge in the
rule and regulation of resource management, latch of experience and knowledge of the

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workers, in this area, wasting and damaging the school material purposely and etc.
USAID/IQPEP I(2005 EC:92-93).

2.5 Managerial Functions In Material resource Management

Even though different writers for warded various functions of material resource
management, for the most writers the following are the major elements. These
are :material need assessment, material requirement planning, accession of material
resource ,caring for and utilization of material management, maintenance and up keeping,
disposal, controlling and reporting .

2.5.1. Material Need Assessment

Material need assessment is a useful function of resource management. Material need

assessment helps organizations in deterring their material requirement. According to this
source, before conduction the need of the school in general and the need of the teachers

for the need of the school in general and the need of the teachers and non-teaching staff in
particular. Moreover, the objective of material need assessment is to determine what
components are needed when they are needed and how much is needed to meet the
organizational objectives. This all implies that conducting the assessment of material need
is important before planning, Chapman and Arnold (2004:94).

2.5.2.Materials Requirement Planning

Planning is important management function in general and it is also true in the

management of material resources. Materials requirement planning is logical, easily
understandable approach to the problem of determining the number of parts, components,
and material resource need. It also provides the schedule specifying when each of these
material resources, parts and components should be ordered or produced. It also adds that
a material planning is the scientific way of determining the requirements of raw materials,
components, spares and other tools and equipments which needed to realize the goal of
the organization, Jacobs (2008).

Purchasing research is an important activity of the purchasing department. The person

responsible for purchasing research should research in to:

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 Suppliers: A research should find out what alternative suppliers exist for each
material or component and the terms of trade offered by each. Particular attention
should be take in finding out when new suppliers enter a market and who they are.
Contact should be made with them as soon as possible. Researchers should also find
to as soon as possible if and when existing suppliers are planning to withdraw from a
market or discontinue a product line.

 Prices: Research should be made in to prices to ensure that up to-date information on

price is readily available. Forecasts should be made so that information is available
that can be used in the preparation of budgets and so that the firm can exploit
expected falls in prices and minimize the effect of anticipated price rises, e.g. by
purchasing additional stocks before a price rise.

 Materials: Research in to the alternative materials that are available will provide
information that can be passed on to the production design and planning and control
departments. Information can be passed on about new materials as soon as it is
known.

Moreover, as indicated in Recharged (1994), the term material requirement planning has
different meanings to different people at different times. Some think of it as inventory
system, others as a scheduling system and still others as a complete loop production
system. However, it can be all of these things depending on the organization and the stage
of its development with material resource planning. Still, most would agree that material
requirement advances systems thinking and tends to become the cornerstone of the
production system, in this context, the education institutions. Furthermore, within the
limits of its condition it will reveal what is needed, how man at are needed, when they are
needed and when should be ordered.

A successful planning needs the participation of all concerned bodies. Planning needs
participation in decision- making at every stage, identification of problems, the study of
feasibility, implementation and evaluation. This implies that in the school level the school
administration should involve the state holders the planning of educational materials
requirement planning in other words, teachers, students, non- teaching staff members and
the community through their representatives (PTA) should be involved in materials
requirement planning at a school level, UNESCO (1992.

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2.5.3. Purchasing of Material resources

As indicated in USAID/IQPEP I (2005 EC:92) the school materials are found from
different sources. Most of the school materials are purchased and some of them are
donated by different organization and provided by the community.

In addition to this, Maeregu (2011:68) states that educators should take in to account the
economic and budgetary constraints when they draw up lists of furniture and equipment
to be supplied. In countries where operating budgets are meager, it is better to use locally
produced or in expensive teaching materials, provided that this does not compromise the
quality of education. Such materials are easier to maintain and replace.

Organizational purchasing is the process by which organization define need for goods and
services: identify and compare the supplies and suppliers available to them. Negotiate
with sources of supply or in some other way arrive at agreed terms of trading. Make
contracts and place orders: and finally receive, accept and pay for the goods and services
required. Purchasing is closely associated with other organizational functions, such as
inventory management stores operation, and transport As Srinivas (1968: 39).

According to USAID/IQPEP II(2005 EC:94) purchasing is the process by which is the

process by which organizations accrue materials required to achieve their goals. In this
case, the objective of purchasing in school and educational organization should be to
realize the teaching and learning activities in the school. It is to make the required
materials available in its right quality and quantity with minimum cost. Although
purchasing conducted in schools seems simple because of the decentralized educational
management our country follows the activities performed and the responsibly given the
school level no doubt will be increased. In connection to this, it is crucial to give the
school principals awareness about the rules and regulations of purchasing.

It also adds that, above all, the schools should conduct purchasing transparent and
following the right rule of purchasing. In this connection the following major issues are
raised when purchasing is conducted. These are, what to be purchased, why to be
purchased, the budget required, how much or how many to be purchased, when to be
purchased and who to be purchase.

16
At the school level the school principals should ask these questions and erasure the
questions are answered to make the purchasing system follow the right procedure. To
make the purchasing system follows the right procedure.

Every business should have a purchasing procedure that is followed whenever a purchase
of material is made. Atypical procedure is as follows: A purchase requisition is completed
by the appropriate department, e.g. a store is authorized by person holding the recognized
responsibility, e.g. chief storekeeper; the authorized purchase requisition is then passed to
the purchasing department; a buyer then selects a supplier from the list of accredited
suppliers or seeks a quotation from a number of accredited suppliers, prices and terms are
then negotiated and order is then made out and placed with the best supplier. Orders made
by telephone should be confirmed in writing; once an order has been placed with a
supplier it should be monitored and if necessary chased up to ensure the delivery
materials is made on time and when materials are received they should be checked with
the delivery note and the order to ensure that they are as ordered and in the correct
quantity. In delivered balances should be recorded as still outstanding. On acceptance of
the materials the goods should be recorded in the materials inwards records, As. Srinivas
(1968 P45-46).

Purchasing in governmental organization must be conducted depending on the methods

permitted by government. In this connection USAID/IQPEP I (2005 EC: 97) states that,
based on the on the contemporary regulation of finance, there are six methods purchasing
materials and services which are permitted by government. These are: open binding
method, request for proposal, restricted tendering, two stage tendering, direct
procurement and request for quotation.

Furthermore, this source pointed out that, at the school level the four methods are
common on the purchasing of school materials from the six permitted purchasing
methods. These are: open binding, restricted tendering, request for quotation and direct
procurement.

2.5.4. Caring for (handling) and Utilization of Material Resources

According to Chapman and Arnold (2004), material handling is the movement and
storage of materials inside the store. The objective of ware house is to minimize cost and
maximize customer service. However, the type of material handling method used affects

17
the efficiency and cost of operating the store. Various types of materials are stored in the
ware house and each material has its own characteristic. So, as store keeping is a service
department the principal objective of the store function is to provide the most economical
service.

Dr. Srinivas P.49 states that, the types of stores used in practice vary from firm to firm
and not stores are likely to be identical. Stores are usually classified by type as follows:

a. Raw material stores- in which material stocks are kept.

b. Component stores- holding parts used for assembling finished goods or sold
outside the business as spare parts.

c. Finished-parts stores- in which finished parts are stored ready for final
assembly

d. Tool store- in which loose tools used in the factory or service engineers are
stored when not in use.

e. Maintenance stores- in which spare for use in the repair of machinery, cleaning
materials and incidentals are stored before they are needed.

f. General stores- in which all stock is stored irrespective of its intended use.
Small businesses will normally only have a general store and a finished-goods
store.

The design and layout of stores is important as stock should be economically and
efficiently stored, i.e. storage costs should be minimized and stock should be stored where
it can sassily be locate and removed. Stock should also be stored safely with the minimum
risk of accident or damage. A well-designed stores layout should include some common
features like: heavy goods are stored on the floor, goods prone to damage from damp are
kept in a dry location, valuable and dangerous materials are kept under secure conditions,
fragile goods are stored in conditions which minimize their risk of being damaged,
materials most frequently issued are stored where they are easily accessible, inflammable
and explosive materials are strictly complied with, the use of mechanical aids is
facilitated, the use of mechanical aids is facilitated and related materials are stored near
each other (Dr. Srinivas P.51).

18
Again Dr. Srinivas indicate that the stores are likely to be the responsibility of one person.
The title of that person varies from firm to firm, common examples being chief
storekeeper, head store man or stores supervisor. He is normally responsible to the
materials manager and he will be expected: to supervise personnel employed in the stores;
to provide management with information and adviser on matters relating to the stores; to
co-operate with the production, planning, purchasing, inspection and any other
departments which use the service provided by the stores; to maintain a comprehensive,
accurate and up-to-date set of stores records; to ensure an economic and efficient service
is provided to user departments; to ensure stock when it is required in compliance with
the rules and procedures of the business; to ensure that physical stocks agree with the
stores records and to check goods received from suppliers against delivery notes and
records and report to the purchasing department any variances.

The stores should organize in such a way that stores supervisor and his staff can carry out
these duties effectively, efficiently and economically. Small businesses may only have
one storekeeper performing all duties; large business tend to have one or more store
together with an expensive and complex stock system requiring a number of stores
personnel As. Srinivas (1968: 52).

Basically, storage of materials during the course of their movement should ensure that the
correct materials are available when needed. This calls for prior knowledge of what and
when needed. This calls for prior knowledge of what and when it is required. And
educational managers need to secure the means for the proper utilization of education
materials. There should be also a good faith and cooperation between educational
managers, teachers, students, the community and other supportive staff regarding the
utilization of educational materials and all other facilitates, Haileselasse (1995).

2.5.5. Maintenance and Upkeeping

Without proper maintenance even the most magnificent building and expensive
equipment and furniture go waste. The principal should either himself attend to it or
entrust this work to a vigilant staff member. Since a stitch in time saves, there should not
be undue thrift in timely repair and maintenance. The principal as the custodian of the
school assets, should feel a sense of ownership or pride. He should take regular and
observe keenly the conditions of all rooms, equipment and furniture. Registers of

19
maintenance and repairs of the school plant should be properly maintained (Dr. Srinivas
P. 63).

2.5.6.Disposal of Unwanted Materials

In USAID IQPEP I (2005 EC: 116-120), the responses for disposal, system of disposal,
and methods of disposal are stated as before disposing the materials it is important to
know the reason for the disposal, as a result the reasons for disposal are listed as: if the
material is not needed to the school, if the cost of storing or handling the material is high
and its value to the school is less, if the material is unable to give the intended service and
when there is surplus of materials than the planned or intended activities. In addition to
this, there are other points to be considered before the materials to be disposed. First, it
needs knowing owner of the material. Second, it is important to know if the material has
another value and may cause damage and consult other concerned bodies. Then the cost
of the material going to be disposed is registered by the material resources administrator.

Moreover, there are methods to be used in disposing the school materials. In connection
to this USAID/IQPEP I (2005 EC: 117) puts five methods of disposing materials. The
first method is giving or transferring to other governmental office. The second is selling
by tendering as it is. The third method is using its part as spare parts or selling as spare
parts. The forth method is rejecting the material as valueless and the last is baring or
burning the material.

In sum, this implies the schools have to dispose the unwanted materials by using one or
more of the methods rather than handing surplus or unwanted or valve less materials since
it may requires unplanned and unnecessary budget to handle or care them.

2.5.7. Material Resources Controlling

According to Dr. Srinivas P.48, it is crucial for management to control stock if working
capital is to be efficiently used. If stock is not readily available when required then
production will be disrupted, if excessive stock is held then unnecessary costs will be
incurred. The objective of stock control can be summarized as follows: the first is to keep
storage costs to a minimum. The second is to ensure materials are available when
required. The third objective is to preserve and protect materials in stock, e.g. prevent
deterioration, pilferage waste, loss etc. the fourth one is to facilitate the planning of
material requirements. The fifth is to co-operate with user departments and the last
20
objective is to keep accurate records and provide information to management relating to
stock and stock levels. In addition to this , the main objectives of Stock control are: One
is to avoid holding excessive quantities of stock, therefore keeping stock holding costs to
a minimum. Holding costs include: interest on capital tied up, loss due to deterioration,
obsolescence and pilferage of materials, warehouse and handling costs, insurance,
storekeepers’ wages. The second is to minimize the risk of running out of stock. If a
stock-out occurs if frequently causes a production stoppage resulting in productive
resources being lost, delay in completing customer order, lost sales and lost customer
goodwill. And the last is to minimize the cost of making purchases. Purchasing costs tend
to increase as the number of purchaser orders placed with suppliers increases As. Srinvas
(1968P.52-53).

It is known that educational materials are essential in puts to run the teaching learning
activities. However, if needed the school materials give the intended function it should
have timely controlling. In connection to this UNESCO (1983:14) implies that to control
educational resources in the school there are some kinds of evaluation to be used. Of all
kinds of evaluation formative evaluation and summative evaluation are the common
kinds. Formative evaluation is done periodically and helps in providing information,
ideas, methods and valid data required for providing information, ideas, methods and
valid data required for relevant decision making regarding material resource controlling.

According to Dr. Srinivas P.52, any system of stock records should be checked at least
once a year by comparing physical stocks with the records. This has its own objective.
Some of these are of this is to ensure the system is reliable is reliable and meets the needs
of the business; detect errors and expedite their rectification; check for pilferage; provide
information on stock quantities and values in management reports, management accounts
and financial statements and identify obsolete and slow-moving stocks.

There are two basic alternative methods of stock taking. They are periodic stock checking
and perpetual inventory. Periodic Stock Checking involves physically checking and
counting all stock in the same day at regular intervals, e.g. annually. Results are noted and
compared with the records. Periodic stock checking, even in a moderately sized business,
is a considerable task and requires a lot of organizing and effort. Disruption to production
frequently occurs during stock checking, as issues from the stores must be restricted while
stock checking takes place. To complete the check in the shortest possible time, personnel

21
who are unfamiliar with the store may have to be switched from their normal duties. This
will necessitate close supervision throughout the procedure As. Srinivas( 1968:55).

Perpetual Inventory is method of counting checking continuously at period by a relatively

few specialist staff who are familiar with the stores. This method should be systematic to
ensure that all stock I items are checked, counted and the results compared with the stores
records at least once during each period. Difference should be reported and investigated
where, necessary, stores records being amended to show the correct position. Continuous
stock checking has a number of advantage over periodic stock checking including that: it
eliminates the disruption of production, errors will be detected sooner, it discourages
pilferage because it is not known in advance each stock item is to be checked, Sow-
moving and obsolete stock will be identified earlier and weaknesses in the system are
more to be exposed sooner As. Srinivas (1968:55)

Furthermore, USID/IQPEP I(2005EC:122)states that, the schools must put control

mechanism for their resources as to enable them know the quantity, types and price of
the materials. They should control their materials properly knowing where and with
whom they are to protect the materials to do not be damaged or harmed, stolid and
corrupted. The major objective of stock control is to make the stocks accessible to the
users whenever required. To make a great effective stock controlling it is essential to put
the mechanism which shows the quantity of each stored materials, the quantity of the
materials to be prescribed and when to be prescribed.

Again according to the above source, at school level it may not be possible to hire more
than one worker in store room as it requires high cost. However, it is very important to
apply a great control system. Such type control system is control system which is
organized as to the process of the loosing and receiving of materials is took place by two
or more workers. That is, organized as to the process started by one worker is completed
by on other person. Since this process may not be applied in at school level it is
obligatory to make continuous control and counting the materials (Inventory controlling).

Moreover, according to the declaration of FGI (649/2001) inventory (counting) includes

counting the stock or stored materials one by one, evaluating and measuring and
recording its results. Stock controlling is the process of deciding the stock controlling in
school make the school materials supply continuous. In other hand, it includes the
methods used to regulate as to the surplus does not occur since it may increase the cost of
22
storage. One of the objectives of stock controlling based on the above declaration is
deciding when to command the materials to be purchased, how mach to be commanded
and how much will be the minimum and maximum storage of the materials. Another
objective is identifying the stocks which are value less and unwanted. Again it adds, the
government resources should be counted at lost once a year and balanced with the list of
materials recorded. The inventory (counting of materials) it is necessary to appoint the
date to count before applying it. The time to count the school materials should be
applying it. the time to count the school materials should be favorable for the school and
shorter. This is to mean that it should not interrupt the teaching- learning process.

As the experience of many school show inventory should takes place before the budget
year is completed or just after the budget year is over. The other thing which should be
considered is that the old and new materials should be identified and separated and
organized to be counted in a simple way.

2.5.8.Reporting

Furthermore, USAID/IQPEP I(2005EC:125), indicates that the school principals should

report the results of inventory of school materials to PTA, KETB, and woreda education
office on the proper time using appropriate report format. Such report usually follows
similar format or procedure. The format to report the result of materials resource inventor
called stock taking sheet is shown below.

23
CHAPTER THREE

3. RESEARCH DESIGN AND METHODOLOGY

This part of the study includes research design and methodology, source of data, sample
and sampling techniques, instruments of data collection, and methods of data analysis.

3.1. Research Method

In this study, descriptive survey method was employed so as to reveal the present practice
and problems of material resource management in selected primary schools of Goro Gutu
woreda.

3.2. Source of Data

Both primary and secondary sources of data were used for this study.

3.2.1. Primary sources

The source of primary data were principals, vice principals, unit leaders, teachers, PTA
and kebele education and training board members (KETB) of the sample schools.

3.2.2. Secondary sources

Secondary sources of data of the study were documents in the sample schools such as
annual inventory documents in store of the school.

3.3. Population, Sample and Sampling Techniques

In Goro Gutu woreda there are 27 primary (1-8) schools. The sample schools were seven
(7) of them that was 26% of the total. The sample schools were selected by simple
random sampling technique. The case of sample population and sampling techniques are
shown in the following table.

24
Table 3.1. Population sample and sampling technique of the study

No Types of Population Sample % Sampling techniques

population
1 Teachers 185 56 30 Availability sampling
2 Unit leaders 9 9 100 Availability sampling
3 Vice principals 9 9 100 Availability sampling
4 Principals 7 7 100 Availability sampling
5 KETB 49 14 28.5 Availability sampling
6 PTA 49 14 28.5 Availability sampling
Total 308 109 Availability sampling

3.4. Methods of data gathering

3.4.1. Data Collection Instruments

In the process of data collection, questionnaires, document analysis and interview were
employed.

3.4.1.1. Questionnaire
To collect the necessary data for the study, two sets of questionnaire were prepared in
English language which contain close-ended and few open –ended questions (items). One
set of the questionnaire was for selected individual teachers in seven primary schools and
the other set was prepared for principals, vice principals and unit leaders. A total number
of 81 copies of the questionnaire were prepared and distributed to the sample individuals
and then filled copies were collected.

25
 3.4.1.2. Document
In the case of document analysis the annual inventory records in the sample schools were
analyzed and interview were employed. Since the questionnaires after filled by the
subjects of the study, they were checked for completion. Accordingly, questioner were
distributed to 56 primary school teachers, 9 unit leaders, 9 vice principals and 7
principals and interview was carried out with 28 member of PTA and KETB from the
sample schools to gather information on the problems of primary school principals in
managing educational material resources furthermore, document related to educational
material resources such as school material annual inventory results were consulted to
support the data obtained through questionnaires and interview.

3.4.1.3. Interview

To collect information on the problems of principals in selected primary schools of Goro

Gutu woreda from Kebele Education and Training Board (KETB) and Parent’s and
Teacher’s Association (PTA) the interview was conducted in their mother tongue
language Afan Oromo. Here the interview was used in the study because of its relevance
to find out options, feeling, beliefs and perceptions again the interviews was translated to
Afan Orormo.

3.4.2. Procedures of Data Gathering

The questionnaires, which were prepared in English language were distributed to sample
principals vice principals and teachers. The questionnaires after filled by the subjects of
the study, they were checked for completion. Regarding the interview questions prepared
were asked in the mother tongue language of the samples (PTA and KETB) Afan Oromo.
During the interview, the researcher took notes as to the responses of the respondents.
Moreover, in case of document analysis, the inventory records and stock reports were
analyzed.
3.5. Method of data analysis

The goal of data analysis was to describe accurately the data collected from the
respondents concerning to the problems of principals in managing material resources in
selected primary schools of Goro Gutu Woreda. The data was filled and structured so as
to make it manageable. To analyze the data, sample forms was used to organize and
systematically frame the data obtained by the questionnaire and interview. Based on the
26
data collection instruments the qualitative and quantitative data was analyzed using the
these method percentage. To get the collected data ready for analysis, the questionnaires
were checked for completion, and then were classified and tailed by the researcher
himself. The characteristics of respondents analyzed by using frequency and percentage
whereas the quantitative data was analyzed by using mean scores with standard deviation.

Data obtained through questionnaires and interview were filled and organized in tables.
The organized data was analyzed by percentage. This statistical tool was selected
because not only it is easy but it helps to make clear how many of the respondents gave
positive answers and how many of them were give negative answers for the
questionnaires and interview presented to them regarding to the problems of principals in
managing material resources. And the mean value also used to analyze the responses.
Based on the results of the percentage and mean obtained, analysis and interpretation of
each item was made under each table.

The data obtained through the interview and document analysis was analyzed and
interpreted a long with their counterpart items in the questionnaire. Based on the data
collection instruments the qualitative and quantitative data was analyzed using the logical
statistical method (tools) percentage. The problems and challenges of managing material
resources with a mean value of population 9-185 (total 308) and sample 7-56(total 109)
implementation of the activities. On the other hand qualitative data was analyzed by
narration and description.

27
 CHAPTER FOUR

4. DATA ANALYSIS, INTERPRETATIONS AND INTERPRETATION

This part of the study deals with the presentation, analysis and interpretation of the data
obtained from respondent. The characteristics of the sample population who were school
principals, vice-principals, unit leaders, teachers, PTA and KETB members of the sample
schools were analyzed first. And then the data obtained from the respondents was
presented, analyzed and interpreted as to realize the question of the study.

4.1 Demographic Characteristics of the Respondents

The respondents of this study were from the seven primary schools of Goro Gutu
Woreda. The respondents was Principals, vice principals, Unit leaders, Teachers, PTA
and KETB members of the seven primary schools. Besides, document analysis was
carried out to strengthen the data obtained through questionnaire and interview. In this
section again, the respondents’ profile was presented, analyzed and interpreted in case of
sex, age, service in year and level of qualification.

28
Table 4.1.The back ground information of the respondents

N Item Respondents
o
Teachers Principals and Unit PTA KETB Total
vice principals leaders

1 Sex No % No % No % No % No % No %
A. male 41 73.21 14 87.5 8 88.9 9 64.2 10 71.4 82 75.22
B. female 15 26.79 2 12.5 1 11.1 5 35.7 4 28.6 27 24.8
Total 56 100 16 100 9 100 14 100 14 100 109 100
2 Age in year
A. 18-24 8 14.29 1 6.25 _ _ - - 9 8.25
B. 25-31 30 53.57 11 68.75 6 66.67 3 21.4 2 14.3 52 47.7
C. 32-38 15 26.8 4 25 3 33.33 4 28.6 3 21.4 29 26.6
D. 39-45 3 5.36 _ _ _ _ 5 35.7 8 57.1 16 14.7
E. above 46 2 14.3 1 7.1 3 2.8
Total 56 100 16 100 9 100 14 100 14 100 56 100
3 Service year
A.1-5 5 8.93 _ _ _ _ 7 50 4 28.6 16 14.7
B. 6-10 26 46.43 12 75 5 55.56 7 50 7 50 57 52.3
C. 11-15 16 28.57 3 18.75 2 22.22 - - 3 21.4 24 22
D. 16-20 6 10.71 1 6.25 1 11.11 - - - - 8 7.3
E.21-25 __ __ _ __ 1 11.11 - - - - 1 0.9
F. above 25 3 5.36 _ __ _ __ - - - - 3 2.8
Total 56 100 16 100 9 100 14 100 14 100 109 100
4 Qualification
A. Grade 1-10 - - - - - - 11 78.6 13 92.9 24 22

B. Grade 9-12 - - - - - - 3 21.4 1 7.1 4 3.7

C. 10+1 6 10.71 _ __ _ __ - - - - 6 5.5

D. 10+3 41 73.21 10 62.5 3 33.33 - - - - 54 50.5
E. 12+1 6 10.71 _ __ _ __ - - - - 6 5.5

F. 12+2 1 1.79 1 5.26 6 66.67 - - - - 7 6.5

G. BA/BSC 2 3.57 5 31.25 _ __ - - - - 7 6.5

TOTAL 56 100 16 100 9 100 14 100 14 100 109 100

The sex composition of the respondents shows that 41 (73.21%) of the teachers 14 (87.5)
of the principals and vice –principals and 8 (88.9%) of the unit leaders were males while
the rest were females. This may imply that the idea obtained were predominately of
males’. The age limit of the majority of the fife groups of the respondents were above
25years. The work experience of 48, (85.71%) of teachers ranged between 6 to 20 years
29
in service. While 16 (100%) of the principals and vice-principals and 8 (88.9%) of the
unit leaders were above 25years old and ranged from 6-20 years in service.
Accordingly, 48(85.71%) of teachers were diploma by qualification and only 2(3.57%)
were BA/BSC. And also 11(68.75%) principal and vice principals were diploma by
qualifications and 5(31.25%) of principals and vice principals were BA/BSC. In other
hand 9(100%) of the unit leaders were diploma by qualification. All this indicates that the
respondents have a relatively better and deep understanding of their profession and
several programs implemented in their schools including managing educational materials
so as to provide the vital data regarding the problems of principals in managing
educational materials.
4.2. Analysis and Interpretation of the Study
Table 4.2.Supplies of Instructional Materials

No Items Respondent
Extent of allocation Teachers Principals Assistant Unit Total
and receipt of Principal leaders
material resources
by the schools: No % No % No % No % No %
1 received as 27 48.21 1 14.29 5 55.56 5 55.56 38 47
required
2 partially received 29 51.78 6 85.71 4 44.44 4 44.44 43 53
3 not received __ __ __ __ __ __ __ __ - -
Total 56 99.99 7 100 9 100 9 100 81 100

This table is designed to reveal whether schools were supplied with the necessary
instructional materials or not. As shown in table 2 above, 6(85.71%) of the principals,
4(44.44%) of the vice- principals, 4(44.44%) of unit leaders and 27(48.21%) of the
teacher respondents replied that they receive instructional materials partially. On the other
hands 1(14.29%) of the principals, 5(55.56%) of the vice-principals, 5(55.56%) of the
unit leaders and 27(48.21%) of the teachers indicated that they receive instructional
materials as required. From this one can observe that the large number of the teachers and
85.71% of the principals approved as they receive instructional materials partially.
Whereas the remaining teachers and principals response result shown that instructional
materials are received as required.

30
Similarly, the highest number of vice principals and unit leaders reveled that they receive
instructional materials as required. In general one can concluded that there is awareness
gap and difference between teacher and principals group and vice principals and unit
leaders about receiving and using instructional material resources. Farther more, since the
larger number of the total respondents ( %) indicated that they receive partially and this
implies that the materials are not supplied as required.
Table 4.3. The Role of Teachers in Material Resource Management

No Item Respondents
How do you Principals Assistant Unit Total
rate the roles Teachers principals leaders
of teachers in No % No % No % No % No %
educational
materials
management in
your schools?
1 High 15 26.79 - - 3 33.33 5 55.56 23 28.4

2 Average 41 73.21 6 85.71 6 66.67 4 44.44 57 70.4

3 Low - - 1 14.29 - - - - 1 1.2

Total 56 100 7 100 9 100 9 100 81 100

As shown in table 5, 3(33.33%) of the vice principals and 5(55.56%) of the unit leaders
stated that the teachers concern in material resource management was great , where as the
remaining , 6(85.71%) of the principals,6(66.67) of the vice principals and 4(44.44%) of
the unit leaders indicated that the concern of teachers in managing the material resources
is average. On the other hand, 1(14.29%) of principals stated that the teachers’ concerned
in the management of material resource is low.
From the above analysis one can conclude that the role of the primary school teachers in
Goro Gutu woreda in managing material resources is average .This might happen due to
the fact that principals may not delegate their authority to teachers in the area of materials
resource management in an adequate manner. Besides, the data obtained through
interview with the PTA and KETB members implied that as the role of the Teachers, PTA
and KETB members in the management of material resources is average.

31
Table 4.4.The Extent to which the school principals have enough training in
management of educational materials
Do the principals trained in Respondents
managing educational material Teachers Vice principals Unit Leaders Total
resource?
No % No % No % No %
A.YES 13 23.2 1 11 - - 14 19
B.NO 43 76.8 8 89 9 100 60 81

Total 56 100 9 100 9 100 74 100

As shown in table 6 regarding whether the principals were trained or not the material
resource management the respondents gave their responses as follows: 13( 23.2%) of
teachers and, 14( 23%) total respondents replied ‘YES’ whereas 43( 76.8%)of the
teachers,8( 78.9 %) of the vice principals and 9 ( 100 %) of the unit leaders, that is 60(81
%) of the total respondents replied ‘NO’.
Similarly, according to the data obtained through interview from PTA and KETB
members, these members had not given any training regarding to the management of
educational material resource management.
Table 4.5.The Extent to which Principals Invite Teacher’s to participate in School
Material Resource Planning
No Item Respondents
The extent of teachers’ Teachers Assistant principal Unit leader Total
involvement in planning No % No % No % No %
task
1 High 6 10.71 2 2.22 1 11.11 9 12.2

2 Average 16 28.57 1 11.11 3 33.33 20 27

3 Low 34 60.71 6 66.7 5 55.6 45 60.8
Total 56 100 9 100 9 100 74 100

As shown in table 7, 6(10.71%) of teachers 2(2.22%) of the vice principals and

1(11.11% ) of the unit leaders replied that teachers were highly participated in the overall
school planning. while 16(28.57%) of the teachers, 1(11.11%)of vice-principals and
3(33.33%) of the unit leaders replied that they participate sometimes or at average level.

32
The remaining 34(60.71%) of school teachers,6(66.7% ) of vice- principals and 5(55.6% )
of the unit leaders indicated that they were not participated at all.
This shows that the extent to which the teachers are invited and involved to the planning
task is not high; rather it is average .In addition to this the interview conducted with the
members of PTA and KETB implied that the involvement of PTA and KETB in planning
material resource is average.
Table 4.6.Regarding the Scarcity of Material Resources in the Schools
No Item Respondent
In your opinion, Principals Assistant Unit Teachers
where is the area principals leaders Total
of scarcity of No % N % No % No %
material o No %
resource in the
school ?

1 Classroom - - 1 11.11 - - 3 5.36 4 5

2 Seating chair 6 85.7 3 33 3 33.33 27 48.21 39 48.1
3 Black board - - - - - - 1 1.79 1 1.2
4 Student text 1 14.29 5 55.6 4 44.44 15 26.8 25 30.9
book
5 All - - - - 2 22.22 10 17.9 12 14.8
Totals 7 100 9 100 9 100 56 100 81 100

From the above table 8, 1(11.11%) of the vice-principals and 3(5.36) of the teachers
replied that there is scarcity of class room. On the other hand 6 (85.7% ) of the principals,
3 (33.33%) of the unit leaders, 27(48.21%) of the teachers respondents were indicated
that there is the scarcity of seating chairs. And 1(14.29%) of the principals, 5 (55.6% ) of
the vice principals,4(44.44%) of the unit leaders and 15(26.8% ) of the teachers indicated
that there is scarcity of text book.
At last, 2(22.22%) of the unit leaders and 10 (17.9% ) of the teachers indicated that there
is the scarcity of all of the materials. This might show that, the primary schools in Goro
Gutu Woreda have the shortage of student text books and seating chairs. In addition to
this, the data obtained from interview and document analysis realized that the high

33
shortage of text books and seating chairs or desks in the most of the primary schools in
Goro Gutu Woreda.
Table 4.7. Teachers’ Capacity in Managing Material resources

NO Item Respondent

To what extent the Principals Assistant Unit leaders Total

Teachers have principals
Capacity in
No % No % No % No %
Managing Material
Resources?
1 Very great - - 1 11.11 3 33.33 4 16

2 Great 3 42.86 2 22.22 2 22.22 7 28

3 Average 4 57.14 6 66.67 4 44.44 14 56

4 Below average - - - - - - - -

Total 7 100 9 100 9 100 25 100

According to the data obtained 1(11.11%) of the vice-principals and 3(33.33%) of the
unit leaders were stated that teachers capacity in managing material resource is very
great. And 3(42.86%) of the principals, 2(22.22%) of the vice- principals and 2(22.22%)
the unit leaders replied that teachers’ capacity to manage material resources is great. In
other hand 4(57.14%) the principals, 6(66.67%) of the vice principals and 4(44.44%) of
the unit leaders were replied that the teachers’ capacity to manage the educational
materials resources is average. From the analysis made, one can conclude that Goro Gutu
Woreda primary school teachers’ capacity in managing the material resources of the
school is average.

Table 4.8. Challenges that affected the educational materials management

No Items Levels of agreement

3 2 1 0
No % No % No % No %
34
1 Un proper care for educational 40 50.6 20 24.7 19 23.5 1 1.2
materials
2 Low control of educational 36 44.4 23 28.4 25 30.9 7 8.6
materials (inventory control)
3 Low management role 75 92.6 4 4.9 2 2.5 - -
delegation to different
stakeholders from school
principals
4 Absence of proper store in the 24 29.6 36 44.4 11 13.6 10 12.3
school
5 Refusing to participate in 3 3.7 11 13.6 47 58 21 25.9
material management in case of
teachers
6 Lack of awareness to actively 42 51.9 37 45.7 2 2.5 - -
participate in materials
management in the part of
teachers.
7 Lack of train for the school 66 81.5 12 14.8 1 1.2 2 2.5
principals in the issue
8 Disagreement between teachers - - 10 12.3 67 82.7 4 4.9
and school principals

In table 10 about 8 challenges that were considered to affect the implantation of

educational materials management were presented and the respondents were asked to rate
the extent to which those factors affect the implementation of educational materials
management in their schools. Accordingly, the responses provided by the respondents
were rated. From 81 respondents about 75 (92.6%) were rated as lack of awareness of
teachers, 40(50.6%) of them rated as improper care for the materials and 36 (44.4%) of
them rated as low control (inventory control) of the materials, highly affect the
implementation of the educational materials in their school.

35
As this shows, some major problems in educational material resource management were
identified. These might be low management role delegations from school principals to
stake holders, lack of training for principals in materials management, lack of awareness
of teachers to actively participate, improper care for the materials and low control of
educational materials.

36
 CHAPTER FIVE

5. SUMMARY, CONCLUSION AND RECOMMENDATIONS

In this chapter the summary of the major findings of the study, conclusions and
recommendations have been presented.

5.1. Summary
In this chapter the summary of the major findings of the study, conclusions and
recommendations have been presented.

The study was intended to examine the problems of primary school principals in Goro
Gutu Woreda in managing educational materials. In order to realize the purpose of the
study, three basic questions were raised. These basic questions were:

1. What are the major problems that hinder principals’ efficiency in managing material
resources primary schools of Goro Gutu Woreda?
2. To what extent is the knowledge of the principal effective in managing material
resources in primary schools of Goro Gutu Woreda?
3. What are the major roles of primary school principals in the proper utilization of
material resources in primary schools of Goro Gutu Woreda?

Accordingly, questioner were distributed to 56 primary school teachers, 9 unit leaders, 9

vice principals and 7 principals and interview was carried out with 28 member of PTA
and KETB from the sample schools to gather information on the problems of primary
school principals in managing educational material resources furthermore, document
related to educational material resources such as school material annual inventory results
were consulted to support the data obtained through questionnaires and interview.

The data obtained were analyzed using percentage as a statistical tool. Hence, the
following major findings and conclusions were made based on the analysis.

1- From the total of 109 respondents, 82 of them were males while the rest 27 were
females.

2- The majority 93 (85.3 %) of the total respondents (principals, unit leaders, vice
principals, principals, PTA and KETB members) have been served for more than 6
years that they have a relatively better and deep understanding of several programs

37
 implemented in their schools including material resources management to provide
information about the issue under investigation.

3. Regarding the supply of instructional materials, the majority 43 (53%) of the total
respondents and the data obtained through interview and the document analyzed show
that instructional materials are not supplied as required but partially.

1. 57 (70.4%) of the total respondents (teachers, principals, assistant principals and until
leaders) rated that, the participation of teachers in managing educational materials is
average while 23 (28.4%) of them rated as teachers’ participation is high. This
signifies that, the participation of teachers in educational material management is
average, not high.

2. As the majority of the respondents show, the reason for low participation of teachers
in educational materials management are first teachers assume that, their effort in
materials management is less valued. second principals may not delegate the role of
managing educational materials to stake holders, including teachers.

3. The vast majority, 60 (81%), of the respondents and the data obtained through
interview confirmed that, the primary school principals in Goro Gutu woreda are not
trained in managing educational materials.

4. Significant number 45(60.8%) of the total respondents (teachers, vice principals, and
unit leaders) indicated that, the extent to which school principals invite teachers to
participate in educational materials planning is low while only 20 (27%) of them rated
it as high. This implies that, although teachers are involved in educational materials
management in average level, their involvement in its planning function is low.

5. The data obtained through interview implies that the involvement of PTA and KETB
in educational materials management and particularly in its planning is average.

6. 39 (48.1%) of the total respondents pointed out that there is scarcity of students’ seat
in their schools while 25 (30.9%) of the respondents indicated that, there is scarcity of
text books. This implies that, there is shortage of students seating and text books in
the primary school of Goro Gutu Woreda.

38
7. 14 (56%) of the total respondents (principals, vice principals and unit leaders)
indicated that, the teachers’ capacity in managing educational materials is average.

8. Based on the analysis made five issues were rated as the major challenges or problems
in educational materials management. These are: improper care for educational
materials, low control of educational materials (inventory control), low management
role delegation to different stakeholders from school principals, lack of awareness to
actively participate in materials management in the part of teachers and the last is lack
of train for the school principals in the issue.

39
 5.2.Conclusions

In light of the findings stated above the following conclusions are drawn.

1. The presence of sufficient educational materials is crucial in the process of realizing

educational objectives and to satisfy the stakeholders’ needs. However, in the primary
schools of Goro Gutu Woreda the supply of educational material, is not sufficient.
Particularly, the students’ seat and text books are scarce. It is doubtless that, such
problems challenge the provision of education and its management unless immediate
solution is provided.

2. The involvement of different stakeholders in the management of educational materials

is very important starting from the materials need assessment to the evaluation as the
principals alone could not manage effectively. Dispite of this, in the primary schools
of Goro Gutu Woreda the participation of stake holders such as teachers PTA and
KETB members seems to be overlooked. Consequently, different management
problems are observed in the schools. For example, shortage of educational materials,
improper care for the available educational materials, low control system for the
materials etc.

3. The reasons which lower the involvement of the stakeholders in the management of
educational materials were identified. These are (1) the low level of invitation in the
side of the school principals, (2) lack of awareness about the great value of their
participation in the part of the stake holders themselves.

4. Lack of training for the primary school principals in Goro Gutu Woreda in the area of
educational materials management is a problem that requires immediate solution. This
problem results in lack of awareness of the principals and consequently it results in
low participation of the stakeholders in the educational materials management since
their awareness is not raised in the area.

5. There were major problems that negatively affect the educational materials
management in the primary schools of Goro Gutu Woreda. Among these: improper
care for educational materials, low control of educational materials (inventory
control), low management role delegation to different stakeholders from school
principals, lack of awareness to actively participate in materials management in the
part of teachers and lack of training for the school principals in the issue.
40
5.3. Recommendations

The findings and conclusions of the study show that there are some issues in the
educational materials management which critically need intervention. Hence, the
researcher forwarded the following recommendations hoping that they could provide an
insight on how the problems will be addressed.

1. The school principals in collaboration with the PTA and KETB, (the representatives
of the community), needs to design a strategy to ensure sustainable participation of
the community (students’ parents) to ensure the fulfillment of the basic educational
furniture like students’ seating. Moreover, the school leadership has to spend the
money funded as school grant to the services or materials could not be supplied by
participating the community. For example, if the activities like maintenance of class-
rooms, teachers’ residents, toilets, farming land of the schools are done by involving
or mobilizing the community, the funded money can be utilized to purchase the scarce
educational materials.

2. The school leadership should realize the active involvement of the school governing
bodies like PTA and KETB and teachers in the management of educational materials
and furniture if the effective and efficient educational materials resource management
to be ensured. These bodies should be involved in the educational materials need
assessment, planning, acquision, holding (caring for), maintenance and controlling
functions. To do so, the school principals in collaboration with the officials of Woreda
educational office, should provide different awareness programs for the teachers, PTA
and KETB members by organizing to raise their awareness to actively participate in
the management of educational material resources.

3. The Goro Gutu Woreda educational office is needed to provide training for the
primary school principals as to raise their awareness in the realization of effective,
efficient and participatory educational material resources management. Since having
awarded school principals is crucial to make other stake holders to be awarded and the
productive participation, the woreda educational office should either by looking for
funds from different NGOs or allocating from its budget train them in the issue.
41
4. Crucial attention should be given to solve the problems of improper care for and low
control of educational materials in the primary schools of Goro Gutu woreda .To do
this the Woreda Educational Officials in collaboration with the CRC supervisors
should conduct usual supervision of the schools and give them proper awareness and
continuous support.

5. The higher education institutions are needed to cooperate with the primary schools in
donating some educational materials and by training the primary school principals and
model teachers in managing material resources in schools.

42
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