Class Size and Administrative Effectiveness in Senior Secondary Schools in Gombe Metropolis

Abstract

This study examined how class size affects school administration in senior secondary schools in Gombe Metropolis, Nigeria. Guided by Frederick Taylor's Scientific Management Theory, the study focused on three administrative domains: resource allocation, teacher supervision, and learner support services. A descriptive survey design was used, and 128 administrators were sampled from a population of 189 through the Taro Yamane formula and stratified sampling. Data were collected with a validated questionnaire and analysed using descriptive statistics. Findings showed that large class sizes place significant pressure on instructional materials, classroom facilities, and administrative resources. Administrators reported reduced supervisory effectiveness, weakened monitoring of student behaviour, and limited capacity to provide individualized academic and emotional support. The study concludes that overcrowded classrooms undermine core administrative functions and diminish the quality of school operations. It recommends stricter class-size policies, improved teacher recruitment, strategic resource planning, and enhanced support systems for teachers and learners.