Human Resources Development And Teachers Productivity
[A CASE STUDY OF OKE ERO LOCAL GOVERNMENT AREA PUBLIC SECONDARY SCHOOLS, KWARA STATE]

Decision about the use of resource should be made at two crucial stage in curriculum development. There are the stages of curriculum planning and development and curriculum implementation at the planning and development stages. It should be possible to be identify and specify the resource that will be needed for effective implementation of the curriculum. There are three main categories of resources for identification and specifications; Human Resources, Instructional Materials which include equipment and facilities.
    At the implementation stage, the teacher makes the decision about the actual use of educational resources most of the time. However, schools must be in a position to help and encourage teachers to enhance the efficiency and effectiveness of their instructional effort. Learners too must be encouraged to make good use of resources to help learn faster and better. All these and more can be achieved to a greater extent if the resources are made available. The teachers and the learners know how to use the resources appropriately and the teacher must have some basic knowledge about the selection and evaluation of instructional materials.
    As educational resources are used to facilitate the achievement of curriculum aims and objectives for maximum effort, however, their uses must be properly planned and organised. The traditional way of doing with regards to instructional material has been largely through the library.
The use of human resources except the teacher and because of their vocal role in education has been an immerse benefit to the Nation as a whole. Presently, the library as a way of organising and using Educational Materials is considered inadequate. Many people in education seem to share the view. Agun (2016) explained that the library as it is traditionally conceived organised and run, cannot adequately meet the information needed and the educational realities of today, Based on the above, the studies intends to investigate financial resource allocation and principal administrative effectiveness in public Secondary schools in Oke-Ero Local Government Area, Kwara State.
The use of a set of administrative strategies by principals is informed by the fact that principals are to bring all round development into the school, in order to improve students’ academic performance. They must be able to adopt some administrative strategies and also evaluate their teachers in order to ascertain the strengths and weakness of the instructional delivery system for better academic performance. However, gaps in the principals’ Administrative strategies will no doubt cause set-back in teaching-learning process.
There is a growing concern of the society about the realization of secondary education objectives perhaps due to the observation that some principals could no have been using some administrative strategies that could facilitate better performance of students in public examinations. Findings from literature (Ayeni 2010; Baldoni, 2003; Sushila 2004; Ayeni 2012; Lydiah and Nasongo 2009; Ayeni & Akinfolarin 2014) revealed that students’ academic performance is being affected by many problems. By implication, there is a greater challenge ahead of principals partly because of existing gaps and inadequacies in theirin their leadership and supervisory duties . From the researchers point of view, principals should demonstrate certain strategies to move the school forward because of the numerous problems the schools are now facing which are too complex and too big for a principal to cope with. Baldoni, (2003) noted that we live in a rapidly changing world in which the pace of change is likely to increase. What we teach, what we learn and how we deliver and manage the process cannot be immuned from change.
The percentage of students who obtained credit level passes in five subjects and above including English and Mathematics was about 25% in Nigeria (Quality Education Assurance Agency 2010). In 2011 May/June Senior School Certificate Examination conducted by West African Examination Council,  only 30.99% of the 1,540,250 candidates obtained Credit level passes and above in five subjects including English and Mathematics (Owadie, 2011). Again in 2012, May/June west African Senior School Certificate Examination 649,156 (38.81%) of the 1,672,224 candidates that sat for the examination obtained 5 credit level passes and above in subjects including English Language and Mathematics in the 36 states of the federation and Federal capital territory (Owadie, 2012). The poor performance of students in examination could be largely attributed to poor administrative strategies by principals.