Can Cultural Educational Administrative Practices Predict EFA Goal Attainment in Secondary Schools - The Nigerian Experience

Education for All (EFA) has been a topical issue world over since the last two decades. Consequently, many nations have been making efforts to meet up with the 2015 target year of EFA goal attainment. Despite efforts by Nigerian government to meet up with the EFA goals, quality of education is still found to be very low. The purpose of this study is therefore to explore possible means of attaining EFA goals in Nigeria, in terms of quality education. Cultural Educational Administrative Practices which has gained the interest of educational administrators recently, was adapted for this study, following Bush (2003& 2007) models of educational administration. The study examined if Cultural Educational Administrative Practices could predict attainment of EFA goals in Nigerian secondary schools. Using a co relational survey research design, multistage and snowball sampling techniques, 1, 015 secondary school authorities and 1, 015 students were selected for the study. A questionnaire and an achievement test were used for data collection. Two research questions and two hypotheses tested at 0.05 significant levels, guided the study. Pearson-Product Moment Correlation Coefficient (r) was used for data analysis. It was found that Moral and Instructional- Cultural Educational Administrative Practices averagely and lowly predict attainment of EFA goals respectively. The study recommends that principals should be encouraged to increase their use of Cultural Educational Administrative Practices (moral and instructional) and that the target year for the attainment of EFA goals should be extended to enable countries like Nigeria, experiment on the Cultural Educational Administrative Practices (moral and instructional) that could enable them attain EFA goals, since the target year of 2015 may not be met in Nigeria.