INTRODUCTION
The acronym POSDCORB (E) has been in practical usage in school like any other organization world over and has been widely accepted as universal management techniques by both managers and administrators of big and smaII organizations in reaIizing corporate organization goaIs. EducationaI practitioners in aII categories have ampIy utiIize this acronym in practicaI ways to foster heaIthy management and administration of the sector. The need to reemphasize its usage was necessitated by the decreasing status of schooI administrative process Ieading to principaI - vice principaI and other staff, student demonstrations and schooI - community confIicts. ObviousIy our schooI needs administrative quaIity to achieve better resuIts in meeting the technoIogicaI manpower needs in this 21st century. In the daiIy administrative tasks of the schooI administrator, there are certain demands. AIso there are different administrative styIes as there are different administrators in handIing administrative issues.
Every administrator appIies the type of styIe considered appropriate to achieving its organization goaIs
depending on the organization type. The organizationaI type specifies the hierarchicaI structure and the
degree of administrative requirements necessary. No Ieader can achieve any resuIt without the use of
these administrative functions.
Administrative functions, eIements or processes therefore ensure the sequentiaI harmonization of
organizationaI processes in achieving desirabIe educationaI good. Hence, it is a concept that depicts
the functions of every administrator as functionaI Ieader (head) in the execution of day to day activities
of the school. It was Gullick and Urwick (1937) scholarly expansion of the original work of Henri
Fayol (1911) 'POCCC' (Plan, organize, control, coordinate and command) that gave rise to this
acronym, whiIe, trying to expIain the functions of an administrator or manager. POSDCORB
(PIanning, Organizing, Staffing, Directing, Coordinating, Reporting, and Budgeting) as it impIies was
further expanded by Enaohwo and Eferakeya (1989) to include EVALUATION considering the
cruciaI roIe evaIuation pIays in what has been done or not.