Ugwuanyi Fredrick N.
PG/M.ED/11/58795
COMMUNITY PARTICIPATION IN THE ADMINISTRATION OF SECONDARY
SCHOOLS IN NSUKKA EDUCATION ZONE OF ENUGU STATE
Education
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COMMUNITY PARTICIPATION IN THE
ADMINISTRATION OF SECONDARY SCHOOLS IN
NSUKKA EDUCATION ZONE OF ENUGU STATE
BY BY BY BY
UGWUANYI FREDRICK NWACHUKWU
PG/MED/10/52550
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
UNIVERSITY OF NIGERIA NSUKKA
SUPERVISOR: DR. SAM UGWUOKE
JUNE, 2013
TITLE PAGE
COMMUNITY PARTICIPATION IN THE ADMINISTRATION
OF SECONDARY SCHOOLS IN NSUKKA EDUCATION
ZONE OF ENUGU STATE
BY BY BY BY
UGWUANYI FREDRICK NWACHUKWU PG/MED/10/52550
BEING A PROJECT REPORT SUBMITTED TO THE
DEPARTMENT OF EDUCATION FOUNDATIONS UNIVERSITY
OF NIGERIA NSUKKA IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE AWARD OF MASTERS DEGREE IN
EDUCATION (MED) IN EDUCATION FOUNDATIONS
SUPERVISOR: DR. SAM UGWUOKE
JUNE, 2013
APPROVAL PAGE
This project has been approved for the department of
Educational foundations, University of Nigeria Nsukka.
BY
____________________ ______________________
DR. SAMUEL UGWOKE INTERNAL EXAMINER SUPERVISOR ____________________ ______________________
EXTERNAL EXAMINER DR. D.U. NGWOKE HEAD OF DEPARTMENT ____________________ PROF. IKE IFELUMI DEAN OF FACULTY
CERTIFICATION
Ugwuanyi Frederick Nwachukwu a student in the
department of Educational Foundations with Registration
Number PG/MED/10/52550 has satisfactorily completed the
requirement for the Award of masters in Education.
The work contained in this project is original and has not
been submitted in part or in full for any other diploma or degree
of this or any other University/Institution.
______________________________ _______________________ Ugwuanyi Frederick Nwachukwu Dr. Samuel Ugwoke Student Supervisor
DEDICATION
This work is dedicated to my wife Eucharia, children and
my supervisor, Dr. Sam Ugwoke, for what you’ve taught me.
ACKNOWLEDGMENTS The researcher is quite grateful to all who provided assistance and
encouragement through this academic pursuit for far.
I acknowledgment with gratitude the invaluable contributions of
my able Supervisor Dr. Samuel Ugwoke, the P.G. Rep Dr. Ejionueme
L.K, Prof N.O Ogbonnaya, Dr. Madu B.C. Dr. Ugwuanyi L.T. and Dr.
Mrs Chiaha G.T.U, Rev. Dr. Abiogu, G, and Dr. Mrs. Chukwu, J.O. for
their guidance, advise and constructive criticism which has helped
this project to be a success.
The researcher is also grateful to his Darling wife, Eucharia
Obioma Ugwuanyi and children for their prayers and concern
throughout the period of the study.
Also remembered are my late parents, Mr. Rapheal and
Oyidonwa Ezugwu Ugwuanyi of the blessed memory, The OTO 1 of
Ulunya Ovoko. The last but not the least I thank the staff of
Department of Education Foundations library, and all principals and
teachers who invariable were the target population of this study.
May God bless everyone of you abundantly in Jesus Name
Amen.
Ugwuanyi Frederick Nwachukwu Department of Education Foundations UNN
LIST OF TABLES
Table 1: Mean Ratings of Principals and Teachers on the Extent of Community Participation in Funding Secondary Education in Nsukka Education Zone - - - - - 72 Table 2: Mean Ratings of Principals andTeachers on the Extent of Community Participation in the School
Decision Making Process in Nsukka Education Zone - - 75 Table 3: Mean Ratings of Principals and Teachers on the Extent of Communities Participate in the Provision of Infrastructural Facilities in the Schools - - - - - 77 Table 4: Mean Ratings of Principals and teachers on the Extent of Community Participation in the Provision of Personnel (Tutorial and Non-Tutorial) Staff in the School System 78 Table 5: Mean Ratings of Principals and teachers on the Extent of Community Participation in Maintaining
Discipline among Students in Secondary Schools in Nsukka Education Zone - - - - - - - - - 80 Table 6: T-Test Analysis of Principals and Teachers on the Extent of Community Participation in Funding Secondary Education in Nsukka Education Zone - - - - - 81 Table 7: T-Test Analysis of Principals and Teachers on the Extent of Community Participation in School Decision Making Process - - - - - - - - - 82 Table 8: T-Test Analysis of Principals and Teachers on the
Extent of Community Participation in the Provision of Infrastructural Facilities - - - - - - - 83 Table 9: T-Test Analysis of Principals and Teachers on the Extent of Community Participation in the Provision of Personnel in the Secondary School System - - - - 84 Table 10: T-Test Analysis of Principals and Teachers on the Extent of Community Participation in the Maintenance of Discipline among Secondary School Students in Nsukka Education Zone - - - - - - - - - 84
TABLE OF CONTENTS
Title Page - - - - - - - - - i
Approval Page - - - - - - - - ii
Certification - - - - - - - - iii
Dedication - - - - - - - - iv
Acknowledgement - - - - - - - v
Abstract - - - - - - - - - vi
List of Table - - - - - - - - vii
Table of Contents - - - - - - - viii
CHAPTER ONE: INTRODUCTION - - - - - 1
Background to the Study - - - - - - 1
Statement of the Problem - - - - - 16
Purpose of the Study - - - - - - - 18
Significance of the Study - - - - - - 18
Scope of the Study - - - - - - - 21
Research Questions - - - - - - - 22
Research Hypotheses- - - - - - - 22
CHAPTER TWO: REVIEW OF LITERATURE - - - 24
Conceptual Framework - - - - - - 24
Concept of Community - - - - - - 25
Concept of Participation - - - - - - 27
Concept of Secondary School- - - - - - 29
Concept of Administration - - - - - - 32
Concept of Educational Administration - - - 35
Concept Educational Management - - - - 38
Community participation in Secondary
School Administration - - - - - - 42
Theoretical Framework - - - - - 49
The systems Theory- - - - - - - 50
The Stakeholders’ Theory - - - - - - 51
Contingency Theory - - - - - - - 53
Review of Related Empirical Studies - - - - 55
Summary of Related Literature - - - - - 64
CHAPTER THREE: RESEARCH METHODS - - - 66
Research Design - - - - - - - 66
Area of Study - - - - - - - 67
Population of the Study - - - - - - 67
Sample and Sampling Technique- - - - - 68
Instrument for Data Collection - - - - - 68
Validation of the Instrument - - - - - 69
Reliability of the Instrument - - - - - 70
Method of Data Collection - - - - - - 70
Method of Data Analysis - - - - - - 71
CHAPTER FOUR: RESULT
Presentation of Data Analysis - - - - - 72
Hypotheses - - - - - - - - 83
Summary of Results - - - - - - - 87
CHAPTER FIVE
Discussion of Findings - - - - - - 89
Educational Implications - - - - - - 99
Summary of the Result - - - - - - 103
Conclusion - - - - - - - - 106
Recommendations - - - - - - - 107
Limitation of the Study - - - - - - 108
Suggestion for Further Studies - - - - - 108
REFERENCES - - - - - - - - - 110
APPENDICES
APPENDIX I: List of Secondary Schools by Local
Government area in the Zone/Nsukka Education
Zone - - - - - - - - - - - 116
APPENDIX II: Questionnaire - - - - - - 118
APPENDIX III: Reliability Test - - - - - - 128
APPENDIX IV: T-Test Analysis - - - - - - 135
ABSTRACT
This research work was on the community participation in the
Administration of secondary school in Nsukka Education Zone of
Enugu State. The purpose of the study was to determine the extent
community of participation in secondary school administration in the
zone and then x- ray the need for their active participation. Descriptive
survey design was adopted for the study. In order to focus the study,
five research questions and five null hypotheses were formulated and
used to guide the study. The population of the study comprised all the
sixty two (62) principals and one thousand and four (2004) secondary
school teachers in Nsukka Education Zone. Stratified random
sampling technique was adopted to select sixty two (62) principals and
four hundred and sixty six (466) teachers. The research developed a
43 – items questionnaire titled community participation in the
Administration of Secondary School in Nsukka Education Zone of
Enugu State (CPASSQ) which was used to illicit responses from the
respondents. The reliability of the instrument was determined at 0.96
using Cronbach Alpha technique. Mean (x) and standard deviation
(SD) were used to answer the research questions while t – test
statistics was used to test the null hypotheses at 0.05 level of
significance. The findings from the data analysis showed that several
roles which the communities were expected to participate in secondary
schools administration are done at minimal level and therefore are not
do adequately. There is need for the communities to be actively
involved in finding, decision making, infrastructural facilities
provision, control of acts of indiscipline and security of the schools.
CHAPTER ONE
INTRODUCTION
Background of the Study
Education is one of the tools used to achieve a society’s goal
towards development. Through a well planned educational
structure, the manpower needed by the community can be
provided. Education helps to integrate the individual into the
society in which he is born. Education is the process by which
people develop their intellectual, emotional, spiritual and physical
powers so as to become fully participating members of the
community. According to Onuselogu (2007), education is referred
to as a means of enlightenment and a process of training and
preparation for useful life in the community. The Federal
Republic of Nigeria on her National Policy on Education (2004),
education is an instrument for national development, in this end,
the formulation of ideas, their integration for national
development, and the interaction of persons and ideas are all
aspects of education. This means that education is the process of
training and developing the mental potentials, physical
knowledge, skill and character of individuals by formal and
informal schooling.
1
During the early years of Christian education in Nsukka
Education zone the then British colonial government in Nigeria
concerned herself more with the control of educational expansion
by the missionaries. According to Igwe (1999), the establishment
of a government, the pacification of recalcitrant groups, the
maintenance of law and order, the endeavour to forge a viable
economic system and a formidable, stable and democratic
political order were seen as demanding immediate priority by the
colonial government. That is the colonial government was not
originally interested in the establishment of an educational
system which objectives were relevant to the needs and
aspirations of the people. Their major aim then was the
achievement of their political and economic ambitions through
the mechanism of their Christian education. This deliberate
action by the British administration not to provide relevant and
functional education to the various communities did not allow
the citizens of the communities the opportunities to make
meaningful inputs into the educational system. The reason being
that they viewed the school-community relationship within the
era as religiously bound (Igwe 1999). Efforts made by few
enlightened citizens of the various communities for the
educational system to focus on educational advancement were
openly resisted by the then colonial government. This was
coupled with the resistance on redesigning of the curriculum,
especially towards skills acquisition.
Education till the middle of the 19th century was mostly
under the control and management of the voluntary agencies,
mainly comprising Christian missionary bodies such as the
Church Missionary Society (CMS), the Wesleyan Methodist
Church Mission (WMCM), and the Roman Catholic Mission
(RCM). Yet, these various religious denominations promoted
educational development in accordance with their respective
religious objectives and doctrines within the limits of their
human and material resources, there was no official educational
policy (Igwe 1999). However, later years witnessed change in
attitude, resulting to incentives being given through financial
assistance to the missionary bodies. This was followed by an
accelerated interest in the establishment and management of
schools by the government, voluntary agencies, private
individuals and communities with the aid of the missionaries.
With the entry of these new interest groups or agencies, there
was remarkable expansion in the number of secondary schools
all over Nigeria especially in the Western and Eastern parts (Igwe
1998).
The community thus embraces western education the above
expansion of schools. Ugwu (2000) described a community as a
people obliged to one another not because of the place of birth,
race, sex, religion, but people bound to one another and governed
by shared taste, specific needs or common interest. They develop
a strong sense of belonging when activities are shared by the
same group of people in a setting. It can be modern or traditional,
urban or rural. They form the Parents – Teachers Association
with numerous functions such as money – raising activities,
maintenance of school discipline and building schools, and
payment of school fees so as to afford their children the benefits
of education. Elechi (2003), states that community may be
defined as the area where people live geographically together.
Secondary education, according Federal Republic of Nigeria
(2004), in her National Policy on Education) is the education
children receive after primary education and before the tertiary
stage. The policy document further states that the broad goals of
secondary education shall be to prepare the individual for useful
living within the society and for higher education. At the
secondary education level, in specific terms the following are the
educational objectives to be pursued according to the FRN (2004),
in her National Policy on Education. These include among others.
- Providing all primary schools leavers with the opportunity
for education of a higher level irrespective of sex, social
status, religions or ethnic background.
- Offering diversified curriculum to cater for the differences in
talents, opportunities and future roles.
- Providing trained manpower in the applied sciences,
technology and commerce at sub-professional grades.
- Developing and promoting Nigerian languages, arts and
culture in the context of world’s cultural heritage.
- Inspiring students with a desire for self improvement and
achievement of excellence, among others.
Pinpointing at the necessity of school decentralization and
community participation in running secondary schools in Nigeria,
the policy further states that, “school system and consequently
their management and day-to-day administration shall grow out
of the life and social ethos of the community which they serve”
(FRN, 2004:55)
In view of the above, the government has been encouraging
community participation in the administration of secondary
schools. The role of the community in the management of
secondary schools has the following objectives. Representing the
school to the outside world, working effectively with supervisors
by encouraging them to meet and communicate with parents,
evaluating the school by way of showing satisfaction and
involving the parents in the work of the school (Whawo, 2003).
Parents relationship with the school is seen as both partners as
well as customers. Parents in the community are seen as
partners in the process of educating the child. Parents under this
dispensation, according to Onuh (2007), are willing to share the
following sense of purpose mutual respect, and willingness to
negotiate. Akinwumi (2004) and Grandier (2006), stated that
there is much to gained from treating parents as partners in the
education of their children and the school continually think of
ways to achieve this. Schools see parents’ participation as a
major factor in a child’s education as it helps in improving school
effectiveness, the quality of education and a child’s academic
success. If large majority of parents are keen to help their
children to do well in school, this is a resource which the
teachers, principal and the school authority would do well to use.
Parent have many opportunities to foster their children’s learning
and the children are likely to make progress in school if home
and school work together.
The government take over of schools in the early 70’s
ushered in categorization of schools into urban and rural, just as
we have the urban and rural communities. The schools in urban
area, are comparatively modern, rich liberal, literate and more
receptive to innovation and change. The schools in the urban
community are mostly built by the mission or the government, for
instance Nsukka High school, Nsukka built by the mission and
Urban Girls Secondary School, Nsukka built by the government.
Most of such schools are already at their optimum level of
infrastructural development even though the school deal with a
faceless and heterogeneous communities. On the other hand, the
rural communities are traditional, authoritative and generally not
so literate and tends to be little more resistant to change. The
schools in the rural setting built by either the government,
mission or the local community. The schools are sadled with
problems ranging from developmental to maintenance at the
same time. Their community is mainly indigenous and
homogenous unlike the urban. The community attaches her
identify to the school. Examples of such schools are Community
Secondary School, Ibagwa Ani and Boys Secondary School,
Umulokpa. (Ugwu 2000)
The location of a secondary school therefore determines the
type of community around it. School location refers to where the
school situates whether it is in a rural setting or in an urban
setting. Therefore community participation in the administration
of secondary school must take into account the presumed socio-
economic and educational advantage of such involvement. Thus
the nationalization of schools further ushered in a more
functional and dynamic school community relations with the
establishment of Parents Teachers Association (Igwe 1999).
As part of democracy dividends to the citizens, the
government of Alhaji Shehu Shagari of the National Party of
Nigeria (NPN) during the second Republic (1979 -1983) embarked
massively on the establishment of community secondary schools.
It was for the purpose of taking secondary education to the
doorsteps of the people and on the other hand to reward
communities that were sympathetic with the national
government. As a result of this, school community relations
become very crucial in the history of Nigerian education since the
schools were named after the host communities. This gesture
made some community members actively involved and they
contributed meaningfully to the growth and development of the
schools ranging from the development of physical facilities to the
supply of the needed manpower (teaching and non-teaching staff)
resources of the schools. They also significantly contributed in
the enforcement of discipline in such schools, among others.
Socially and culturally the naming of schools as community
secondary schools in the country show that community
involvement in schools decision making is a social and cultural
innovation in the recent times. (Onah 2005).
Communities have crucial roles to play in the process of
repositioning education which cannot be achieved efficiently and
effectively without the communities’ active participation in school
administration. Yet despite the efforts of the communities in the
provision of education, the citizens are totally in the dark as far
as administering of the school is concerned. The National Policy
on Education (FRN, 2004) emphasized the importance of
communities in the school administration when it stated that the
local people, particularly parents will be encouraged to
participate in school management. This implies that government
take over of schools, where applicable, was without prejudice to
community involvement and participation in the management of
the schools. The joint school-community participation in school
administration is now receiving more attention in educational
circles in Nigeria and this has resulted to healthy interaction
between the schools and the communities.
It is not possible to separate the community and the school
because of their complementary roles in the education of citizens.
Nwagwu in Elechi (2003) observed that no school administrator
can afford to ignore the role of the community in the life and
work of the school. Similarly Mathew in Igwe (1999) stated that
the relationship between the school and the community is two
fold and bilateral such that it simultaneously places the
responsibility on both the school and the community. In the
same vein, Grander (2006) opined that parents school
involvement is a term that connotes support, participation,
commitment, interest and cooperation of parents in education of
their wards in schools. The schools belong to the community just
as the children from the community that attend the schools.
Ofougwuka (2005) noted that the parents in the communities
assist in the provision of the necessary educational resources and
infrastructures for proper administration of the school such as
classroom, libraries, hostel accommodation, and also maintained
facilities through its various activities like education endowment
funds, construction of new buildings, provision of reading
materials, repairs and maintenance of existing structures and
provision of necessary social amenities.
Many situations would be helped simply by the school
knowing of the home circumstances and the parents knowing
more of what goes on in the school. Whawo (2002) has opined
that the schools cannot do the job alone and parents cannot
delegate their responsibility for guiding their children. All existing
link such as the Parents Teachers Association, Old Boys/Girls
Association are valuable. Each of these groups are committed to
ensuring that conducive learning environment prevails in the
school.
However, the extent of involvement and participation of
communities in schools these days appear to have declined
drastically. Moreover many principals are not making serious
efforts to mobilize parents in the communities to participate
actively in school affairs. For instance, as Obiechina (2006)
noted, some parents show indifference and disregard to their
children’s discipline, and the activities of the Parents Teachers
Association. Buttressing this trend further, Akinwumi (2004),
pointed out that some principal are at conflict with some parents
and rarely summon Parents Teachers Association meetings and
consider parents unnecessary in school. Such principals only
relate with the community when there are repairs to be carried
out in schools or levies to be paid, participation in decision
making, and information on their wards’ progress are not
considered useful to such parents. This strains school
community relationship in schools.
The educational resources disparities that exist between
most secondary schools could be as a result of poor community
school involvement in school administration. Okongu (2002)
pointed out that the after effect of poor community involvement
in school administration are indiscipline, moral decadence and
academic malpractices in the schools which are becoming
alarmingly high, making effective school administration almost
an impossible task.
In this era of economic meltdown and globalization, the
government or the school heads cannot do it alone. This is
because the management of schools has equally became very
complex with its own problem. Some of the complexities
according to Obi (2003), can be seen in the areas of: increasing
cost of education, technological explosive student enrolment,
school community conflicts and staff and students indiscipline.
This is the true situation because the educational system
envisaged by the national policy is very cost intensive and
demands adequate funding and adequate specialist personnel.
There are no science laboratories, technical workshops, music
and language laboratories and art studies to be established and
experts to teach these specialist subjects. These require money
and are huge capital intensive Taiwo in Igwe (1999) stated that
the policy was made at a time when there was economic boom,
but its implementation is taking place at a time of economic
‘doom’ - economic meltdown. With the present state of the
nations economy, it will be extremely difficult, if not impossible to
implement the education programme envisaged by the policy
document satisfactorily alone by the government alone without
active participation of the various communities across the
country.
Secondly, technological influence is not helping matters now
as the issues of literacy among students and teachers and
availability of personal computer (PC) for teacher and students is
lacking. The cost of equipment and access, maintenance cost and
infrastructure and every changing mode of technology are big
source of concern of which the government can not do it alone.
(Alu, 2011)
The explosive students enrollment in the past few years is
not helping matters at all. The school administration cannot
contend alone with educational demands of the ever increasing
students quest for secondary and other tertiary education.
There were also in recent time few cases of litigation, though
at village and town level, arising from school community
relations. One of such area is in respect of land. There were
encroachment on and annexation of school land by private
individuals. The Parents Teachers Association under the auspices
of the community ensures that the community or private
individuals does not encroach or trespass on the school land or
premises. The P.T.A do help to ensure that the community does
not conflict with the school, the reverse is also the case
(Onuselogu, 2007)
The control and discipline of students and staff constitute a
major fundamental and functional area for both the school
authority and the community. In exercising disciplinary
measures the principal or teacher must employ reasonable
devices because where a student is injured or caused to suffer
other incapacities or deformity the teacher or the school authority
are legally responsible for such misdeed. This can dent the good
image of the school and the relationship between the school and
the community.
In short each of the above can influence the school
negatively if not well managed. Many of such situations would be
solved or allivated simply by active participation of community in
what goes on in the school. In other words neither the school nor
the community can afford to remain self satisfying without the
assistance of the other as each constitutes a fundamental and
indispensable catchment resources to the other, (Obi 2003)
Buttressing this trend further Obiechina, (2006) noted that
parents (communities) show indifference and disregard to their
children’s discipline and activities of Parents’ Teachers’
Association. In the light of the above, there is the need to
critically examine community participation in the administration
of secondary that would lead to achieving the stated aims and
objectives of secondary school within the structure of educational
system.
Statement of the Problem
The demand for education in Enugu State and Nsukka
Education zone in particular has become progressively more
insistent, more widespread and more complex. The educational
aims and objectives have widened with new challenging
opportunities and threats to meet the critical needs of the
Nigerian society. But most secondary schools in Nsukka
Education zone of Enugu State have administrative problems,
such problems range from personnel to infrastructural. Even a
preliminary visit to some of the community schools by the
researcher show that lots of administrative problems actually
exist. There has been rapid explosion in the number of children
eager and desirous to receive one form of education or the other,
inability of the school authority to control the staff and the
students due to truancy and lack of discipline on their parts,
infrastructural problems and motivational problems among
others.
The government sometimes provides some of these needs,
but they are grossly inadequate in supply. Evidence abounds in
various secondary schools that prove that the government alone
cannot solve all the problems of school administration. The trend
now is that the government cannot do it alone, as effective school
administration is almost an impossible task without community
participation. So the problem of this research is to have a
systematic assessment of community participation in secondary
school administration in Nsukka Education zone with a view to;
highlighting possible ways of strengthening school community
involvement, and general improvement of the school. So the
problem of this study posed in question form is: what are the
possible ways community participation in the administration of
secondary schools could be enhance to achieve the goals of
secondary education.
Purpose of the Study
The general purpose of the study is to determine the extent
community participate in secondary school administration in
Nsukka Education Zone of Enugu State.
Specifically the study seeks to:
1. To determine the extent community participate in funding
education in Nsukka Education Zone.
2. To determine the extent community participate in school
decision-making.
3. To find out the extent community participate in provision
infrastructural facilities.
4. To examine the extent community participate in provision of
personnel in the school system.
5. To determine the extent community participate in
maintenance of discipline among students.
Significance of the Study
The findings of this study have some theoretical and
practical significance. The theoretical significance of the study
will be based on systems theory of administration because the
theory rest on the assumption that the internal and external
environmental factors act as an integrated whole and of any part
affects the whole. The secondary school system is a system and
the concept of interaction and interdependence of parts with the
others is applicable. In the education of the children, the schools
and community form the nucleus that bring about actual,
positive, functional and meaningful development of the child for
better tomorrow. When the principal is confronted by parental
demands for new courses or changes, not only is the principal
affected directly but also the teachers and students are affected.
Teachers act on the basis of their needs, beliefs and goals
(motivations) as well as their roles’. Thus, the study will redress
the position of community participation in secondary school
administration to achieve more positive results.
In practical terms, this study will be of great significance to
school administrators (Principals), teachers, parents, students,
Ministry of Education, policy makers and the community in
general. The study will help to draw the attention of the
principals to realize the importance of mutual understanding
between the school and the community in the administration of
schools. It will help the school administrator to solicit assistance
and active role of the community in various school programmes.
This will help to achieve not only the academic excellence but
also moral and character training and a smooth and efficient
administration.
The teachers will also benefit from the study as they enjoy
good working relationship from their host community. It
increases their productivity.
The parents in turn will benefit as it enables them to be co-
partners in the school activities. This is because the success of
their children will in turn improve the quality of their lives and
that of the community.
The students will benefit from the information generated by
this study as it will make for positive effects towards the
provision of more meaningful facilities and encouragement
necessary to make them better in the Nigerian educational
society. The result will be high academic achievement as they are
more likely to be equipped with enabling environment to achieve
their dream.
The Ministry of Education will utilize the result for effective
planning and implementation of various educational policies and
programmes. This will enhance manpower development of the
communities and the zones in particular through encouragement
of educational enlighten campaigns, adult literacy programmes
and provision of educational materials.
The policy makers’ attention will be rekindled to realize the
extent at which the policy of involving communities in school
administration has been helpful to educational development and
in the attainment of desired educational goals. Finally the
communities will have many opportunities to foster and monitor
their children’s learning.
Scope of the Study
This study covered the community participation in the
administration of secondary schools in Nsukka Education Zone
of Enugu State. The content scope is in accordance with the
purpose of the study. The study covered sixty two (62) secondary
schools (community-government ownership) within the three
Local Government Areas that make up the education zone. The
Local Governments are Uzo Uwani, Nsukka and Igbo-Etiti Local
Government Area. It involved all key stakeholders in secondary
school education within the zone and beyond.
Research Questions
The following research questions guided the study:
1. To what extent do communities participate in funding
secondary education in Nsukka Education zone?
2. To what extent do communities participate in the schools
decision making in schools?
3. To what extent do communities participate in the provision
of infrastructural facilities in the schools?
4. To what extent do communities participate in provision of
personnel (tutorial and non-tutorial) in the school system?
5. To what extent do communities participate in maintaining
discipline among students in secondary schools in Nsukka
Education Zone?
Hypotheses
The following null hypotheses guided the study and was
tested at 0.05 level of significance:
HO1: There is no significant difference (p<05) between the mean
rating scores of principals, and teachers on the extent
communities participate in funding education in Nsukka
Education Zone.
Ho2: There is no significant difference in the mean ratings of
principals, and teachers on the extent communities
participate in school decision making.
Ho3: There is no significant difference in the mean rating scores
of principals, and teachers on the extent communities
participate in the provision of infrastructural facilities.
Ho4: There is no significant difference between the mean ratings
of principals and teachers on the extent to which
community participate in the provision of personnel in the
school system.
Ho5: Principals and teachers do not differ significantly in their
mean ratings on the extent communities participate in the
maintenance of discipline among students.
CHAPTER TWO
REVIEW OF LITERATURE
In this chapter, attempt will be to search form, locate, review and
document related literatures relevant to the problem of the study.
The review will be arranged under the following headings:
Conceptual Framework
Concept of Community
Concept of Participation
Concept of Secondary School
Concept of Administration
Concept of Educational Administration
Concept Educational Management
Community participation in Secondary School Administration
Theoretical Framework
The systems theory
The stakeholders theory
Contingency theory
Review of Related Empirical Studies
Summary of Related Literature
Concept of Community
The term community refers to a pioneer settlement, a
village, a city, a tribe or even a nation. Whenever a group of
people, small or large live together in such a way that they share
particular or common interest, basic to conditions of live, the
group is a community.
The word community, according to according to Hornby,
(2002) means, a group of people living together and/or united by
shared interests, religion and nationality. This implies that
community is the people living in one place and with the same
nationality, culture, or race. They share experiences in common
and develop a strong sense of belonging due to their interactions
in various life activities. Ugwu (2000) described community as a
group of people interacting among themselves in a geographically
defined space and time. They may share time and certain cultural
attributes like norms, belief and value system. The community
may have similar socio-cultural norms and social institution.
Examples are Ulunya, Opi, Umulokpa, Ugbene Ajima and Echara
communities. On the other hand it may have people of diverse
ethnic origin and differing cultural practices, for instance Nsukka
Urban Community and Academic Community of University of
Nigeria Nsukka. The latter is heterogeneous community while the
former is hormogeneous in nature. (Ugwu 2000).
Community connote also a closely integrated settlement
with its own institutions and able to mobilize them for
cooperative actions. Community, according to Ezeh (2004), is
viewed as a place in which people live (villages, cities) or reflecting
a population group bearing similar characteristics (rural
dwellers), as a trait or concern commonly shared by people. Ezeh
further opines that community could also be viewed in terms of
social relations characterized by personal intimacy, emotional,
social cohesion and continuity. In Nigeria and indeed in many
other African countries, the typical image of a community is that
of a medium-sized rural village with a close-knit group of
inhabitants, largely self contained with every body knowing and
standing in accepted relationships to one another (Amujiri,
2000). Despite the various definitions of a community, it is in the
researchers view that a community is either formed as a result of
culture or is made up of people of the same motives and vision
(aspirations). That is a group of people living together in a given
area is called community.
Concept of Participation
Principally, within the school system participation involves a
feeling of identification with and responsibility to the school and
the academic life it offers. The concept of participation as Wolf
(1997) observed, is the process whereby workers have share in
the reaching of managerial decision in the organization.
Participation in the affairs of educational institutions involves a
feeling of identification with and commitment to the institution
and the academic life it offers. In the school system, the actions
of the stakeholders for the business of educating the children
depend much on the decision which they make on daily basis.
Furthermore, Weaver (1997) explains that participation involves
goal oriented and task centers. Meaningful participation develops
in the individual a sense of belonging to the organization and
provides for actual sharing by them in the making of decision on
policies, programmes and activities. Participation involves a
whole range of processes and activities and not a single process
or activity. It is seen as a continum of processes in which the
giving or sharing of information is an essential step and one that
leads towards complete participation.
The principals of secondary schools are at the centre of the
communication network within the components of their
administration. As a result they are better placed to facilitate
effective communication among all those involved in the
management process so that their operative efforts (participation)
will be improved efficiently and problems solved quickly. United
Nation Development Programme on human development (2002)
describe participation as a close involvement of people in the
educationed social, economic, cultural and political processes
that affect their lives. This involvement make people to have
access to decision making and power to contribute meaningfully.
It involves the building of oneness, solidarity, confidence and
empowerment among the people and mutual respect between the
people and those in position of authority. Participation when not
abused makes room for good governance, self esteem and
improvement of life. Different opportunities exists to harness as it
improves capacity building in people as they participate, learn
continuously and overcome mistakes/shortfalls.
Participation, according to the Oxford Dictionary (6th ed)
means “taking part with others in some action or matter”. The
analysis of this definition gives the notion of taking part with
others, which gives the idea of participation as a joint endeavour
in one part. On the other part, it gives the notion of participation
in some action or matter, which gives the idea to take part in an
activity for a specific purpose.
Generaly participation takes three major modes; periodic
election or selection; involvement in day to day routine affairs;
and involvement in public opinions on issues and events of the
day. Then, one may ask, what is the extent of participation of
communities in administration of secondary schools in Nsukka
Education zone of Enugu state.
Concept of Secondary School
Secondary school is a in educational institution meant for
children over eleven (11) years old. According to the National
Policy on Education (FRN, 2004), secondary education is the
education children receive after primary education and before the
tertiary stage. The policy further states that the broad goals of
secondary education is to prepare the individuals for useful living
within the society; and for higher education. To achieve the
stated goals, secondary education is be of six years duration,
given in two stages; a junior secondary school stage and a senior
secondary stage. Each shall be of three years duration. The
secondary education level occupies on important and critical
position in the set up of the educational system as a transitional
stage between basic and tertiary education. Ideally the secondary
schools are to carter to the needs of educating and training
middle level technicians and skilled workers (Alam, 2009). The
specific terms of the national policy on education on secondary
education objectives to be pursued are:
- The secondary school education will provide all primary
school leavers with the opportunity for education of a higher
level, irrespective of sex, social status, religions or ethnic
background.
- Offer diversified curriculum to cater for the differences in
talents, opportunities and future roles.
- Provide trained manpower in the applied sciences, technology
and commerce at sub-professional grades.
- Develop and promote Nigeria language, art and culture in the
context of world’s cultural heritage.
- Inspire students with a desire for self improvement and
achievement of excellence.
- Foster National Unity with emphases on the common ties that
unit us in our diversity.
- Raise a generation of people who can think for themselves,
respect the views and feelings of others, respect the dignity of
labour, appreciate those values specified under broad
national goals and live as good citizens.
- Provide technical knowledge and vocational skills necessary
for agricultural, industrial, commercial and economic
development.
The junior secondary school is both pre-vocational and
academic. Students who complete junior secondary school are
streamed into the following; the senior secondary school; the
technical college; out-of-school vocational training centre; and an
apprenticeship scheme.
The streaming is based on the result of tests’ to determine
academic ability, aptitude and vocational interest and capability.
The senior secondary school shall be comprehensive with a core
curriculum designed to broaden students’ knowledge, skill and
outlook. Transition from secondary education to tertiary
education is done through the appropriate selection mechanisms
such as Joint Admission and Matriculation Board (JAMB) which
oversees the setting, marking and release of examination score
results for admission into tertiary institutions.
From the forgoing, it is obvious that secondary education is
a very crucial level of education that cannot be ruled out in a
child’s life. To achieve the broad aims and specific objectives
secondary school education, communities as an integral part of
the school must be involved in the administration. This is
because some education researchers, for instance Mgbodile
(2004), revealed that communities have been backbone of
education in Nigeria.
Concept of Administration
Administration has to do with the management of public
affairs and organization. According to Onah (2005),
administration in general is the process of using human and
material resources to get things done in order to achieve goals
already established by an organization. He further enunciated
that administration is a goal-oriented intention, hence it is about
the management of the resources economically and effectively.
This is in order to maximize the advantages and minimize
disadvantages for the system being administered. Enunciating
further on administration, Ogbonnaya (2009) explained that
administration involves working with people for the achievement
of goals. It involves the use of men, materials and funds to
achieve set objectives. In other words administration has to do
with bringing together human and material resources for goal
achievement. Stressing further on administration, Ocho (2001)
noted that whenever two or more people combine to work
together for a purpose, then some elements of administration
must have come into play. For Ocho, the people coming together
to work must take a decision, plan strategies, and coordinate
their activities.
Administration in any organization involves its day-to-day
functioning and activities. Administration, as seen by Udensi
(2003), is the most vital aspect of an organization and a network
of the attainment of organizational goals and objectives. He
further explained that without proper and careful administration,
use of good resources and involvement of groups, the goals of
secondary school education as stated by the National Policy on
Education will not be achieved.
Other writers whose contributions must not be lost sight of
due to their relevance to the issue include Ezeocha (1990),
Nwankwuo (1992), Oduaran (1994), Ogbonna (1995) and
Peretomode (1996). They all agreed that administration has to do
with; policy, leadership and management activities engaged in by
people who occupy position of formal responsibility and authority
in an organization; coordinating the efforts of people towards the
achievement of their set out goals; and the polices of the Board of
Education.
From the foregoing, one can assert that administration is a
purposeful effort which has to do with bringing both human and
material resources together in an organized manner to achieve
some stated goals and objectives of an organization. It is the
organization and direction of persons in order to accomplish a
specified end, making use of available material resources to
accomplish some goals that are set. Administration is also the
ability to put persons into working order and telling them what to
do and how to do it so that a specified end will be accomplished.
Educational Administration
Generally the purpose of an educational system is that of
educating and training young people who are equipped with
sound knowledge and abilities, able to think creatively and act
independently. Educational administration is aimed at fulfilling
the goals of an educational institution. Educational
Administration according to Mgbodile (Ed) (2004), involves the
planning, organization, coordination and control of human and
material resources towards the attainment of pre-determined
objectives. He further explained that educational administration
is a way of coordinating and controlling the scarce resources of
an educational institution, namely manpower, finance and
capital equipment so as to achieve desired educational objectives.
In essence, there must be someone as an administrator or
principal, in case of secondary school, who should plan, organize,
coordinate and control resources for achievement of the goals of
education through enhancement of teaching and learning
process. Ogbonnaya (2009) defined educational administration as
the arrangement of the human and material resources and
programmes available for education and carefully using them
systematically for the achievement of articulated objectives.
Ogbonnaya further stated that educational administration has
been conceptualized as a service, activity or tool through which
the fundamental objectives of the educational process may be
more fully and efficiently realized. He maintained that it is a tool
because it is used to determine, clarify and develop educational
goals and policies. It has to do with the interactions of people
within educational system. It is a service in the sense that
Ministries of Education and parastatals or their agents provide
resources such as funds, personnel and activities for the
achievement of educational programmes. It is also an activity in
the sense that operators of the system are involved in financing,
supervising and inspecting schools to ensure that educational
goals are achieved (Ogbonnaya, 2009). Mgbodile (1997) and
Ogbonnaya (2009) enunciated the specific areas or functional
operations of educational administration. These specific areas are
school-community relationship; curriculum and instruction;
pupil or student personnel; staff personnel; physical facilities and
equipment, and finance and business management.
It is based on these tasks of educational administration that
Kaura (2002) saw administration in education as a process by
which national education system or institutions within these
system, are maintained and controlled according to policies laid
down by the governing bodies. He maintained that administration
in education is made up of two major components namely the
management structure and organizational aspects. In his own
view, Ugwu (2000) described educational administration as
orderly presentation of resources and programmes meant for
education and mobilizing them within the system to achieve
educational objectives. He further maintained that administration
of schools has to do with maintenance of operational areas to
achieve the aims and objectives of education.
Eze (2005) observed that one of the objectives of
administration in any organization is that of coordinating the
efforts of peoples towards the achievement of goals. In school
administration, the primary aim has to do with the improvement
of teaching and learning and all the activities towards this end. In
order to achieve this aim, the school head must work with
various groups within the community and with people outside it,
he should also work with the appropriate agencies. To actualize
the educational goals, the school heads must seek for team spirit
in order to improve school settings.
In a nutshell most of the writers reviewed have similar views
of the concept of administration and educational administration.
They all emphasized the element of management and control of a
group of individuals to achieve their set out goals in their
definitions. Thus, administration implies making things happen.
It has to do with the management of public affairs and
organization. That is administration is the organization of human
and material resources to achieve a set of objectives. In other
word the factual account of administration in any organization
involves initiating, planning, directing, guiding, coordinating and
controlling the efforts of group of people in the organization
towards the achievement of the set out goals.
Concept of Educational Management
Every human enterprise such as educational institutions,
need to be properly managed and administered for the
achievement of stated objectives. Effective management is a
prerequisite for the success of any organization. Management has
been defined variously by several scholars. According to Osuala
(2001), management can be defined as the process of achieving
an organization’s goals through planning, organizing, staffing,
directing and controlling. In the same view, Obi (2002) refers to
management as the process by which those in authority plan,
organize and control an enterprise in an effort to make it
successful. Obi stated that the goal of maximum profits remains
the cardinal objective of an enterprise. Furthermore the success
of an enterprise apart from the ability to make profits, is its
ability to satisfy its customers and workers as well as contribute
meaningfully to the social life of its community and the nation as
a whole.
Management is viewed as a process, which is undertaken by
one or two people to coordinate the activities of others to achieve
desired results. According to Ogbonnaya (2007), management is
a social process which has goals to achieve and it involves
planning, organizing, staff, leadership, directing, controlling and
coordinating of the effort of people towards the achievement of
goals. The focus of school management is to improve the teaching
and learning activities and achieve school goals with ease. It is a
fact that many management experts live with different belief and
orientation as regards management. For instance most
managerial writers and theories like Shaun Gregson and Frank
Livesey in Whawo (2002) agreed that the concept of management
involves three main elements: the use of skills and techniques;
the control and coordination of people and resources, and
responsibility for meeting the objectives of the organization. It is
quite evident from the forgoing assertion that benefits of effective
management are limited not only to the achievement of the
organization’s goal but it also contributes to national
development.
Educational management, according to Peretomode (1997)
is the application of the processes of planning, organizing,
coordinating, controlling and evaluating human and material
resources in order to achieve predetermined educational goals or
objectives. He further gave an insight on what educational
managers do when he suggested that managers are the people
who: set objectives for using available resources; formulate plans
for achieving these objectives; identify the activities to be
performed; organize the activities into groups; define the task to
be performed in each group; group the tasks into objectives or
programmes, staff the jobs with people; initiate work activities;
supply incentives to stimulate productivity; set up controls to
measure achievements of objectives; and take remedial action if
objectives are not being met or where there is lapses. However,
the functions of managers enumerated above are applicable to
educational cum industrial and business managers. This depicts
the importance of management in all spheres of human
endeavour either within a whole system or a subsystem such as
the individuals, group, home, business enterprise, department or
faculty in an educational institution.
Educational management, according to Chiaha (2005), is
the judicious utilization of human and material resources
available for education to achieve the goals of education in
various educational organizations. In this respect, school
management has to do with the interaction of people within a
social system. In Nigeria, school management is the duty of many
agencies such as the Ministry of Education, Post Primary School
Management Board. The task of managers of institutions is to
establish the environment for group effort in such a way that the
individuals will contribute to group objectives with the least
amount of such inputs as money, time, effort, comfort and
materials. From the foregoing definitions of administration and
management in education, the main aim is the determination of
the goals and objectives of the organization, how to achieve them
and then coordinating all the efforts of the people involved
towards the successful achievement of the descried goals. Hence
the school principal is expected to envisage that effective and
successful administration of the school involves the active
participation of the community, (their needs and aspirations, the
possibilities, procedures) and means by which leadership
principles may be most successfully applied in the school.
Community Participation in Secondary School Administration
The school and community still remain two distinguishable
and inseparable entities that must co-exist in order to achieve
their individual and collective aims and objectives. In the spirit of
mutual relationship, the schools and the communities co-exist
and benefit from each other. The relevance of community
participation in secondary school administration was emphasized
by the Federal Republic of Nigeria (2004:55) in her National
Policy on Education thus, “school system and consequently their
management and day to day administration shall grow out of the
life and social ethos of the community which they serve”. They
policy goes further to emphasize the importance of parents in the
administration when it stated that the local people, particularly
parents will be encouraged to participate in school management.
Hence parents and the host community participation has been
receiving serious attention in educational circles in recent times.
In Enugu State, particularly in Nsukka Education zone to be
precise, most of the schools apart from the ones established by
government, voluntary agencies and private individuals, were
built and catered for by the community. Stressing on the above
point. Ogakwu (2004) reinterated on the relationship between the
school and observed the community and that, “the laison of an
agency with the public and the degree to which the public is
involved in the affairs--- markedly affect the roles of persons
working in it. This statement explains the dilemma of the students
and teachers when the school and community is in conflict and do
not interact”. For the school to succeed, the school authority must
coordinate all the efforts of the people involved towards the
successful achievement of the desired goals of education.
Emphasizing the role of communities in secondary school
education, Udensi (2003) suggested that the government should
not be left alone to finance secondary school education single
handedly, rather according to him, both the government and the
communities should be involved. Her opinion is that the interest
of schools should be protected especially when one considers the
cost of running secondary schools which cannot be divorced from
the provision of adequate structures. The educational system
envisaged by the national policy is very cost intensive and
demands adequate funding and adequate specialist personnel.
There are science laboratories, technical work-shops, art studios,
music and language laboratories to be established. Ogbonnaya
(2005) complained that educational institutions lack funds for
the procurement and maintenance of equipment and
instructional materials, school building and to organize
workshops for teachers. Many educational institution in Nigeria
lack funds to procure necessary institutional materials and
equipment. The situations on ground in most of the secondary
schools, especially in Nsukka Education zone such as lack of
instructional materials portrays that the government alone
cannot meet the financial demands of schools. This fact makes
the participation of communities in school funding imperative.
Some communities in Nsukka Education zone have been
minimally participating in the administration of secondary
school. For instance at Girls Secondary School, Opi and
Community Secondary School Okutu, their communities have
been contributing in the running of the schools through levying
themselves some amount of money, which is used to carry out
capital projects in the school. The communities have been
involved in raising of classroom blocks, putting floor on the
ground of some rooms and carrying out other repair works on
dilapidated buildings. Many spirited parents and individuals have
been donating textbooks to the school to enrich the school
libraries.
It would be a mirage if the provision of basic infrastructural
facilities are left solely in the hands of the government. There are
lots of problem such as inadequate classroom, accommodation,
toilet, teachers’ tables and chairs, among others in many
secondary schools. Supporting community participation in
funding schools, Ijituyi (2008) observed that all the problems
facing our educational system boils down to one crucial factor-
inadequate funding. He advised that in this economic meltdown
worldwide, the government, communities and parents should
contribute in cash and kind in funding different educational
projects in our schools. Only through this we achieve our
millennium vision of quality and quantity education for all. This
is because in many secondary schools in Enugu state and
Nsukka Education zone in particular, there is insufficient supply
of instructional materials or aids, coupled with inadequate
accommodation and furniture for the students. This is felt more
in rural secondary schools. The provision of, and maintenance of
the above facilities requires huge money. With the present state
of the nation’s economy, it will be extremely difficult for the
government to provide them alone. Leaving it for the state
government alone will surely result to lack facilities at the
secondary school level and this has some implications for
standard of education. In view of this, community participation in
the provision of facilities is not only justified but necessary to
ensure their availability quantitatively and qualitatively in the
secondary schools.
A school is established within a community, as such the
principal are expected to establish cordial school-community
relations. This is because many parents view the school as a
continuation of the home and thus stretch out their security nets
to the school. This can be observed when the security of the child
could be guaranteed by both the home and the school.
Community participation in the school administration provides a
means of bridging the gab between the home and the school.
Conflicts between the home and the school may come as a result
of what the home expects from the school and what school wants
parents to do. Or it may be due to encroachment on or annexing
of school lands without restrictions by groups or individuals.
Parents, teachers and principals work for the welfare of the child
but at times in different directions and with different objectives in
view. As this causes conflict, it is the community that sometimes,
through the Parents Teachers Association, that sorts things out
and settle the mater in a friendly atmospheres. Okpalah (2006).
The main functions and goal of Parents Teachers
Association (PTA) has been reduced to mere fund raising to
provide structural facilities or equipment for the school. In many
secondary schools, PTA meetings are usually summoned only
when there are problems that would be solved by money, such as
putting up infrastructure or repairing damaged ones. Hence,
Udensi (2003) contended that community participation in
secondary school administration should be active, sustained,
intelligent, continuous and responsible presence of parents
through out the school system. He further explained that real
participation makes the school to be aware of the community
needs, feelings, aspirations, values and expectations. This, in
turn, creates in the community a deep interest, understanding
and support for educational activities. Thus just as no nation can
prevail above her teachers, no school can exist above or outside
its community.
It is against this backdrop that Apah (2005) called for
proper orientation of students, so that the students should be
educated for an effective life in the community. To be able to
educate the child for life in the community; he suggested that the
schools must integrate and reflect community life; they must be
identified with community needs and aspirations; and the
schools must be a true agent of the community. With healthy
school community relationships the school could become effective
community centres for the mutual improvement of both. In the
United States of America, for instance, each school has a unique
and close relationship to the community in which it is found.
This is a legal as well as a natural relationship (Apah, 2005). The
school by itself cannot achieve the desired educational objective
for which it is designed in isolation. The community by all
indications is expected to form a good part of the learning
environment and learning experiences for the students. The
schools expected to make community needs parts of its subject,
and assume active participation in humanitarian functions in the
community. It the school is expected to make the teaching of
some of the indigenous skills and occupations a major part of the
school curricula. In short community participation in the
administration of secondary schools in Nsukka Education zone
cannot be underrated, especially in this present quest by
education for all.
Theoretical Framework
The theoretical framwork of this study is based on the following
theories which are directly related to the topic of the study: system
theory, stakeholders theory and contingency theory.
The Systems theory by Barnard and Ludwing 1958
The systems theory view an organization as a social system
of symbolically inter-dependent parts. This mean that an
organization can be seen as a structure with interdependent
parts, each having a supra system which constitutes its
environment. The basic idea in a system is that the parts of
anything are so related and dependent that the interaction of any
part affects the whole. The educational system as an organization
is a social system with the secondary school as a sub-system of
the educational system.
For the system and its subsystem to survive, it must be
open with its unit of interdependent parts, characteristics,
activities that contribute to and receive from the whole, that is
they must have the capacity to relate to and exchange matter
with their environment, unlike a closed system which do not. For
instance, when the principal is confronted by parental demands
for new course, not only is the principal affected directly but also
the teachers and students are affected. School authority with
their teachers act on the basis of their (community) needs, beliefs
and goals (motivation) as well as their roles.
The secondary school system as an organization can be
seen as an arrangement of inter-dependent parts each having a
particular function to perform. When any of the parts fail to
function effectively, the entire system experiences a setback.
Thus in schools, goals are set, machinery to achieve the
goals are set up, funds, staff and other facilities have to be
provided to ensure the actualization of the goals. The community
contributes by providing land and even contributes in cash and
kind, physical facilities and equipments for the effective
administration of schools. In a nutshell the community and the
school must work as a system to achieve the aims and objectives
of the secondary school education.
The Stakeholders’ Theory
This theory is often credited to Standford Research Institute
(1963) because of their earliest definition of stakeholders’ theory.
They defined stakeholders as those groups without whose
support the organization would cease to exist. Stakeholders’
theory maintains that education for all is a responsibility of all. In
this respect, the management of education should involve and
integrate the goals of all stakeholders in the planning and
administration of educational programmes. The major
stakeholders and are the parents, the society (communities), the
students, government (state of federal), Ministry of Education,
school management and the teachers. The theory maintains that
no stakeholder should act independently.
The rationales for stakeholders’ theory which will make it
the best approach for the human resource management of
education system include; it contributes to the welfare of the
society as a whole, and provides for the welfare of employees and
that of the management. It will take care, in the long run, of all
other organizational objectives such as level of employee
turnover, satisfaction of management staff and others.
Shareholders of an organization or a company are not ordinary
members just as it is likened to communities in the school
system. They are the owners and thus should be given maximum
priority in determining objectives. Also the Equity shareholders,
that is, the host community are the residual investor which
means that returns from investment belong to them.
Stakeholders’ theory promotes conducive environment tin the
education industry. Teamwork finds its root in this theory as all
the stakeholders are perfectly knitted together and failure of any
brings about the failure of others. This is the rationale for this
study because human resource management of community
secondary schools leaves much to excel in our society.
Contingency Theory by Legge 1978
The contingency theory was postulated by Legge in 1978,
and was expanded by Boselie, Deitz and Boon in 2005. This
theory states that human resource management is influenced by
organization’s environment and circumstances. The theory
emphasizes that human resource aims, polices and strategies,
lists of activities and analysis of the role of the Human Resource
Department are valid only if they are related to the situation of
the organization. The human resource policies and practices are
influenced by both the external and internal environment of the
organization. The external internal environment of the
organization. The external factors include the social, political,
legal and economic developments while the internal factors
include the size of the organization, key activities of the business,
and the organization’s culture.
The central idea in this theory is that the human factor is
essential in the achievement of organizational goals. This theory
is applicable to educational administration and to this study for
some reasons. Among the reasons are it is accommodating in the
sense that it considers internal and external work environments
and provides for adequate human resource well being. It provides
a level playing round where both individual and organizational
goals are achieved efficiently. Secondly considering the present
inconsistent economic meltdown, social and political nature of
the country, this theory will serve well because it helps an
organization (the school system) adapt to changes in the society.
Furthermore, the principles of contingency theory will take care
of the established pattern of community values, norms, beliefs,
attitudes and assumptions that control people’s way of life and
behaviour.
Again, our secondary schools are situated in a community
setting both in urban and rural areas, and this setting will
influence, to a large extent, the policies and practices of human
resource management in community secondary schools in
Nsukka Education zone of Enugu State. This fact, the
contingency theory will take cognizance of it by accommodating
and making provisions for effective human resources
management.
Review of Related Empirical Studies
Some empirical studies carried out in Nigeria outside and
were directed towards community or parents involvement in
various school activities.
The main purpose, of the study was to investigate the needs
and strategy for involving the community in secondary school
administration.
A study on involving the community in secondary school
administration in Kogi state, Iyaji (2004). There were three
research questions and two hypotheses. The two null hypotheses
formulated guided the study, the age of principals does not affect
significantly their views on the advisory role of the community;
and principals’ qualification does not significantly influence their
opinion on community participation in secondary school
administration.
The design of the study was descriptive and its design was
chosen because its emphasis was laid on sample representation.
The sample was 140 urban and 154 rural secondary schools,
with 50 of the community leaders and philanthropists drawn
from the community. Proportionate stratified random sampling
technique was employed to select secondary school.
The instrument used are oral interview, and questionnaire
constructed on a four point scale of strongly Agree, Agree,
strongly Disagree and Disagree. The statistical tests used to
analysis of data was percentage and Z-test for hypothesis. The
major findings of the study was that the strategies for involving
the community in secondary school administration in Kogi State
include:- involving influential members of the community in
secondary school administration; appointing parents as members
of disciplinary committee; informing community leaders
sufficiently about administrative processes of the school; and
community agents should be invited during important school
occasion. Also there was no significant difference in the gender of
principals as it affects their opinions or views on the advisory role
of the community in secondary school administration.
The extent of community participation in the administration
of secondary school in Ebonyi Local Government of Ebonyi State
Elechi (2003). The overall purpose of the study was to determine
how local community through their involvement in secondary
school administration assist the state government to achieve
their purpose in education. It has five research questions and no
hypothesis. The research design was descriptive survey, which
sought the opinion of principals, vice-principals, executive
members of PTA and school functionaries with regard to the
participation of community in the administration of secondary
schools. The samples used were 10 principals, 10 vice-principals,
five each of the executive members of PTA and school
functionaries of each secondary school in Ebonyi L.G.A. making a
total of 120 subjects. The instrument for data collection was
questionnaire. The data collected were analyzed using
appropriate statistical tools-mean, percentage and standard
deviation.
The findings showed that communities plays some roles in
the pupil personnel administration and financial management.
However their role involvement is marginal. It also found out that
the community did not recognize the principal as the financial
head of the school, because they view principals as those who
usually embezzle school public funds.
Repositioning secondary school administration through
improved parent’s school involvement Ofojebe, W. (2008). The
main purpose of the study was to find out how parents’ school
involvement would be improved towards repositioning secondary
school administration in Anambra State. Three research
questions was used to guide the study and no hypothesis. A 19-
item questionnaire, which was duly validated and tested for
reliability, was used to collect data. The study employed a survey
research design. The sample for this study comprised 1,758
respondents selected through proportionate stratified-random
sampling technique. The sample consisted of 1678 teachers and
80 principals selected through stratified random sampling. Mean
and standard deviation scores were used in answering the
research questions. The major findings of the study showed that
improved parents’ school involvement should be achieved
through good school-community relations, and parents do assist
in the provision of facilities and maintenance of school discipline.
Community involvement in the-funding and management of
Secondary Education in Urban and Rural schools in Delta State
Okpala (2003). The purpose of the study was to investigate the
efforts of communities in the provision of secondary education in
Delta state. Four research questions were formulated to guide the
study with only two hypothesis. The design of the study was
survey design used to obtain information from the opinions of
representative of respondents-principals of schools, PTA
chairman and community leaders. A simple random sampling
technique was adopted for selecting the schools, the principals
and the PTA chairmen, and a total of 120 subject used as
respondents. The instrument used was questionnaire developed
by the researcher, and mean and standard deviation were used to
interprete the result. The t-test was used to analyze the
hypothesis at the probability level of 0.05 percent. The target
population of the study was made up of all principals and
chairman of PTA of public secondary schools in Delta state which
was 244 principals and 344 PTA chairmen.
The major findings arising from the study are:- that
communities should participate in the provision of basic
infrastructures, maintenance of discipline and in the
management of secondary schools in their localities. It further
revealed that a number of problems militate against effective
participation of communities in funding of secondary education
such as embezzlement of fund by the executives, falsification of
records and personality conflict.
Parents Teachers Association’s defects or weaknesses in its
financial and material support roles in the administration of
secondary schools in Enugu State, Okwor (1998). The main
purpose of the study was to identify the weaknesses of PTA in
various secondary school setting. Four research questions were
formulated and used with no hypotheses. A survey research
design was used for the study. The simple random sampling
technique was employed and a sample of 58 out of 294 principals
and 232 PTA members out of 1176 were used, making a total of
290 subjects. The instrument used was a validated 49 item
questionnaire of which he obtained opinions of secondary school
principals and PTA members in the state. Means and standard
deviation were used to analyze the data. The findings of the study
showed that PTA’s relevance virtually on a monolistic system of
fund-raising strategy namely imposing and collecting levies on
parents and students. This is at the neglect of other possible
effective strategies which constitute a serious defect in its
financial and material support roles. It was silent in other task
areas of educational administration.
Appraisal of Parent Teacher Association performances in
secondary schools in Ogidi Education Zone of Anambra State,
Onuh U.R. (2007). The main purpose of the study was to have a
systematic assessment of the performance of the P.T.A. in
different secondary schools with a view to suggesting possible
ways of strengthening their management support system for
enhanced service delivery and general improvement of the
schools. Four research questions in all was formulated to guide
the study. The design of this study was a survey type because it
elicited the opinions of respondents on the extent of P.T.A.
perform their roles in the management of secondary schools. A
simple random sampling technique was adopted. The sample
stood at 764 respondents. The instrument for data collection was
a questionnaire developed by the researcher. The instrument has
two parts-part A was on Bio-data while part B was on P.T.A. roles
and performance separated into 4 clusters of 6 items each. Total
number of items equals 24. The data was analyzed with tables
and mean ratings to answer the research questions. The
population of the study is made up of all principals and teachers
in the 42 government owned secondary schools in Ogidi
education zone. Total number of principals is 42 while the
number of teachers is 1,445. All the principals in the 42
government owned secondary were used for the study, 50% of
teachers in the school were selected, giving a total number of
722. The questionnaire was structured on a 4 point Likert scale
of very Great Extent, Extent, little Extent, and Never. The major
findings of the study showed that P.T.A. do not adequately
perform their financial obligation in secondary schools of Ogidi
Education Zone; they do not construct and equip laboratories
and library, provide or refurbish school van as well as renovating
dilapidated buildings in the school, and that P.T.A. do not
maintain or control disagreement between the principal and
teachers. An inference that is drawn from the findings of this
study was that several roles which the P.T.A. is expected to
perform in secondary schools are not done adequately in Ogidi
Education Zone.
The extent of community involvement in administration of
secondary schools in Lagos State, Udensi O.E. (2003). The
main purpose of the study is to establish the extent to which
communities in the local education districts in Lagos state are
involved in the administration of secondary school. There are a
total of five research questions formulated and two hypotheses
that guided the study. A survey design was used to sought for
and register the opinions of secondary school teachers and
educated parents. Simple random technique was employed to
selected 600 secondary school teachers in each of the five LED of
the state. The instrument used was a questionnaire, arranged in
five clusters made up of six questions each. The questions
comprised 30 items structured in clusters A, B, C, and D
stressing the extent of community involvement in funding,
curriculum development, discipline, infrastructural and
equipment and welfare of students and staff of the secondary
schools in Lagos state. Descriptive and inferential statistics were
used to analyze the data. Mean was used to answer the research
questions while t-test statistics was used to test the two null
hypotheses. The major findings of the study are: the Local
Education Districts of Lagos state secondary school teachers and
educated parents agreed overwhelmingly that communities to a
great extent are involved in the provision of funds for renovation
of dilapidated buildings, payment of PTA levies, refurbishing of
school buildings. The communities show no interest in funding of
workshops for serving teachers, or offer suggestion on the
improvement of the teaching materials, conflict among teachers
and setting an ad hoc committee for examination-malpractices.
Summary of Literature Review
The review of literature covered the following sub-headings
the conceptual framework which looked at the concept of
community, secondary school, administration, educational
administration, educational management and community
involvement in secondary school administration. Community
participation in secondary school administration has been
minimal. The theoretical framework of the study was based on
the systems theory of administration. This theory is relevant to
the school system because the entire educational set-up is a
system and the concept of interaction and interdependence of
parts with the others is applicable. It reviewed related empirical
studies. The reviewed empirical studies revealed that in many
parts of the country, communities have been involved minimally
in funding, curriculum development, student personal,
infrastructural provision and financial management. In a
nutshell, many studies have been carried out on the extent of
involving the community or the Parents Teachers Association in
secondary school administration in Nigeria. From the re-view, it
is only in Lagos state that some communities take active part in
school administration. However, none of such studies have been
centred on communities within Nsukka Education zone of Enugu
State. Thus this study tend to fill the gap in the available body of
research information by examining the participation of
communities in secondary school administration in Nsukka
Education Zone.
CHAPTER THREE
RESEARCH METHOD
This chapter describes the procedure to be adopted. It is
done under the following sub headings: research design, area of
the study, population of the study, sample and sampling
technique, instrument for data collection, validation of
instrument, reliability of the instrument, method of data
collection, and method of data analysis.
Research Design
A descriptive survey design was employed in this study.
According to Ali (1996), descriptive surveys are those studies
concerned with collecting data on, and also describing in a
systematic manner the characteristic features and facts about
given population.
The rationale for choosing this design as the appropriate
one is because it enabled the researcher to collect information
and opinion from respondents using questionaire. Therefore the
design was employed to gather information the sample of
teachers and principals of both urban and rural secondary
schools.
Area of Study
The area of study was in Nsukka Education zone of Enugu
State. Enugu State is in the Eastern part of Nigeria and has six
Education zones namely, Enugu Education zone, Obollo-Afor
Education zone, Agbani Education zone, Nsukka Education zone,
Udi Education zone and Awgu Education zone.
Nsukka Education zone is made up of three Local
Government Areas, namely Nsukka, Igbo-Etiti and Uzo-Uwani
Local Government Areas. There are a total of sixty two (62)
community-government secondary schools within the Education
zone.
Population for the Study
The target population of the study included all the
principals and teachers in the three Local Government Areas that
make up Nsukka Education zone of Enugu State. Based on the
2011/2012 academic year, the populations are 62 principals and
2004 teachers working in the schools. (Source: Planning,
Research and Statistics Unit PPSMB, Enugu year 2012).
Sample and Sampling Technique
The sample for the study comprises 428 principals and
teachers from the Nsukka Education zone. Stratified random
sampling technique was adopted in selecting the teachers and
principals for the study. This technique ensured that the
principals and teachers from the three Local Government Area in
the Zone were fully involved in the work. The researcher sampled
teachers and principals from each of the Local Government Areas
of the zone namely Nsukka, Uzo-Uwani and Igbo-Etiti Local
Government Area.
Instrument for Data Collection
The instrument that was used for collection of data was
structured questionnaire. The questionnaire was designed and
developed by the researcher from the literature for the study. The
questionnaire was titled, “Community Participation in Secondary
School Administration Questionnaire” (CPSSDQ). The
questionnaire consisted of two parts-section A and B.
Section A was used to collect data from the respondents, on
the personal data of the respondents, such as which required
him/her to supply the following information; name of school,
occupation, gender, qualification, rank and location of school.
Section B of the questionnaire sought information from the
principals and teachers on the extent of Community Participation
in the Administration of Secondary Schools in Nsukka Education
zone of Enugu State. The questionnaire was arranged in five
clusters. Cluster A sought information on the extent of
community participation in funding, Cluster B was on decision
making, while Cluster C was on provision of infrastructural
facilities, Cluster D on personnel and Cluster E on maintenance
of discipline among students in secondary schools. Four point
response options of Very Great Extent (VGE) – (4points), Great
Extent (GE)- (3points) Little Extent (LE)- (2points) and Very little
Extent (VLE)- (1point) was used to elicit information from the
respondents.
Validation of the Instrument
The instrument was subjected to face validation by three
experts, two in Educational Administration and Planning of the
Department of Educational and foundations one in Measurement
and Evaluation, all from Faculty of Education, University of
Nigeria Nsukka. The initial draft of the questionnaire sent to the
experts who were kindly requested to cross check the structure,
adequacy of the items, and language used to ensure unambiquity
and proper weighting of the responses. They were also required to
critically examine the instrument for necessary corrections. Their
modification formed the basis for the final instrument.
Reliability of the Instrument
To ensure the reliability of the instrument, copies of the
instrument were administered to 20 teachers and 5 principals in
Obollo-Afor Education zone of Enugu State to test the interval
consistency of the instrument. Cronbach Alpha was used to
compute the reliability estimate. The result showed the reliability
co-efficient of 0.86, 0.74, 0.81, 0.71 and 0.74 respectively for
clusters A, B, C, D AND E and an over all reliability estimate of
0.80. This shows that the instrument was reliable.
Method of Data Collection
The researcher with the help of three research assistants
administered the instrument directly on the respondents. The
instruments were retrieved on completion to avoid the loss of any
of the instrument and to ensure hundred percent return rates.
On the whole 528 copies of the instrument will be administered.
Method of Data Analysis
Mean and standard deviation were used to analyze the data
and answer the research questions while the null hypotheses was
tested using the t-test statistics at 0.05 level of significance. Any
response that attains a mean score of 2.50 and above was
accepted and any item below the mean of 2.50 was rejected.
CHAPTER FOUR
RESULTS
PRESENTATION OF DATA ANALYSIS
This chapter deals with presentation and analysis of data
collected for the study. The data analysis reflected the five (5)
research questions and five (5) hypotheses formulated for the
study. Results were presented in tables according to the
individual research questions and hypotheses.
Research Question One:
To what extent do communities participate in funding
secondary education in Nsukka Education Zone of Enugu State?
Data collected with items 1-9 on the instrument which dwelt
on extent communities participate in funding secondary
education in Nsukka Education Zone of Enugu State were used
to answer the above stated research question. Data were
analyzed using mean and standard deviation. Summary of
results is presented in table 1.
Table 1: Mean Ratings of Principals and Teachers on the Extent of
community participation in funding secondary education in Nsukka
Education Zone.
TABLE 1
S/N Items Description Principals n = 62 Teachers n = 466
Funding Mean X
SD Decision Mean X
SD Decision
1 Provision of funds for building structures such as classrooms, toilet, chairs etc
2.59
1.06
V.L.E
2.57
0.97
G.E. Accepted
2 Provision of funds for installation and maintenance of technical workshops, Homec lab, science Lab.
2.15
0.94
L.E
1.78
0.76
V.L.E Rejected
3. Provision of funds for the renovation of dilapidating buildings and maintenance of functional equipment like generator
2.95
0.74
G.E
2.87
0.57
G.E. Accepted
4 Communities help to employ and pay teachers for subjects that lack teachers in your school
2.88
0.53
G.E
3.10
0.78
V.G.E Accepted
5 Communities do source for loans from banks for the school
1.17
0.54
V.L.E
1.24
0.44
V.L.E Rejected
6 Sponsor school activities like prize giving day, sport festival and parent’s day
1.79
0.26
V.L.E
1.54
0.76
V.L.E Rejected
7. Offering financial assistance for teachers to undergo in-service training like workshops seminars
1.29
0.28
V.L.E
1.23
0.51
V.L.E Rejected
8 Sponsor in school academic
competition and other extra curricular activites
1.33
0.50
V.L.E
1.30
0.56
V.L.E Rejected
9 Sourcing for funds for the schools from other organisations or wealthy individual
1.19
1.07
V.L.E
1.48
0.64
V.L.E Rejected
Cluster mean/ std dev. 1.85 0.86 1.85 0.67
From the data presented in table I above on the mean
ratings of principals and teacher on the extent the communities
participate in funding secondary school education in Nsukka
Education zone, the result shows that item 1, 3 and 4 were rated
above 2.50 criterion mean by both the principals and teachers.
The mean ratings of the principals on item 1, 3 and 4 were 2.59,
2.95 and 2.88 while that of teachers were 2.57, 2.87 and 2.88
while that of teachers were 2.57, 2.87 and 3.10 respectively. This
is indicative of the fact that both the principals and teachers are
of the opinion that communities participate in funding secondary
school education in Nsukka Education Zone to a great extent.
However both principals and teachers disagreed with items
2, 5, 6, 7, 8, and 9. These items above have their mean ratings
below the criterion value of 2.50. The mean for principals in the
above items were 2.15, 1.17 1.79, 1.29, 1.33 and 1.19 while the
mean for the teachers were 1.78, 1.24, 1.54, 1.23. 1.30 and 1.48
respectively. This is an indicative of the fact that both principals
and teachers disagreed the items stated that communities
provide funds for installation and maintenance of technical
workshops, Homec Lab. and science Lab, that community source
for loans from bank for the school, that communities sponsor
school activities, offer financial assistance for teaches to undergo
in service trainings, sponsor in school academic completion as
well as source for funds for schools from organizations and
wealthy individuals for their up keep.
Research Questions Two:
To what extent do the communities participate in the school
decision making?
Data collected with items 10 – 21 of the instrument which
dwelt on extent communities participate in the school decision
making process in Nsukka Education Zone were used to answer
the above stated research question. Data were analyzed using
mean and standard deviation. Summary of results is presented in
table II.
Table II: Mean Ratings of principals and Teachers on the Extent of
community participation in the school decision making process in
Nsukka Education Zone.
Table II:
S/N Items Description Principals n = 62 Teachers n = 466 Decision Making Mean
X SD Decisio
n Mean
X SD Decision
10 School authority regular consultations with community development unions on school programmes and activities
1.69
0.29
V.L.E
1.7
0.75
V.L.E Rejected
11 Taking part in determing subjects offered in the school
1.19
0.14
V.L.E
1.16
0.36
V.L.E Rejected
12 Advising the school staff, the Board of Governors or school committee on pressing education needs and responsibilities
1.48
0.20
V.L.E
1.47
0.61
V.L.E Rejected
13 Communities are consulted on the disciplinary measures in the school
1.51
0.68
L.E
1.53
0.82
L.E Rejected
14 Take part on boarding system management and control
1.25
0.46
V.L.E
1.22
0.46
V.L.E Rejected
15 Communities do take part in posting of principals
1.32
0.48
V.L.E
1.32
0.53
V.L.E Rejected
16 Communities influence the transfer of principals to their school
1.87
0.34
L.E
2.04
1.04
L.E Rejected
18 Communities helps in determining teachers to be
V.L.E
transferred in the school 1.26 0.43 V.L.E 1.20 0.47 Rejected 19 Take part in admission of
new and transferring students into the school
1.00
0.00
V.L.E
1.02
1.06
V.L.E Rejected
20 Take part in expelling students involved in indiscipline in the school
1.06
0.24
V.L.E
1.06
0.22
V.L.E Rejected
21 Communities discipline erring teachers or principal’s in their schools
1.00
0.22
V.L.E
1.04
0.20
V.L.E Rejected
Cluster Mean/std dev 1.36 0.31 1.32 0.49
From the data presented in table two above on the mean ratings
of principals and teachers on the extent the communities participate
in the secondary school decision making process in Nsukka Education
Zone, the result shows that all the items in the duster were rated
below 2.50 criterion mean by both the principals and the teacher. The
mean ratings of the principals on all the twelve items – item 10, 11,
12, 13, 14, 15, 16, 17, 18, 19, 20 and 21 were 1.69, 1.19, 1.48, 1.51,
1.25, 1.32, 1.87, 1.03, 1.26, 1.00, 1.06 and 1.00 while that of teachers
were 1.75, 1.81, 2.53, 1.75, 1.82, 2.66, 1.31, 1.30, 1.22. 2.51 and
1.24 respectively. This means that all the twelve items were rated
below the criterion value, indicating that both the principals and
teachers are of the view that communities participate in secondary
school decision making process to a very little extent. Therefore the
result reveals that both the principals and teachers disagreed that the
items stated that communities are regularly consulted on schools
programmes and activities, take part in determining subjects offered
in the school, advise the school on pressing education needs,
disciplinary measures, taking part on boarding system management
and control, posting of principals, influence the transfer of principals
and recruitment and posting o teachers. As well as determining
teacher to be transferred in the school, admission of new and
transferring students, involve in expelling indiscipline student and
discipline of erring teachers or principals.
Research Question Three (3)
To what extent do communities participate in the provision of
infrastructural facilities in the schools?
Data collected with items 22 – 32 of the instrument which dwelt
on extent communities participate in the provision of infrastructural
facilities in secondary schools in Nsukka Education Zone were used to
answer the above stated research question. Data were analyzed using
mean and standard deviation. Summary of results is presented in
table III.
Table III: Mean Ratings of Principals and Teachers on the Extent
of communities Participate in the Provision of Infrastructural
Facilities in the Schools.
Table III:
S/N Items Description Principals n = 62 Teachers n = 466 Provision of infrastructural
facilities Mean
X SD Decision Mean
X SD Decision
22 Contributing in procurement of instructional materials, books, chalk, posters, maps
1.82
0.49
L.E.
1.75
0.78
L.E Rejected
23 Provision of recreational and dormitory (hostel) facilities and maintenance
2.02
0.81
L.E.
1.81
0.392
L.E Rejected
24 Build classroom blocks, laboratory buildings and officer blocks
2.65
0.98
G.E.
2.53
1.002
G.E Accepted
25 Helping to equip laboratories and library with needed materials
1.66
0.49
L.E.
1.75
0.79
L.E Rejected
26 Providing chairs, tables and other furiture to the schools
2.29
0.70
L.E.
1.82
0.86
L.E Rejected
27
Fenching the school compound
2.61
0.84
G.E.
2.66
0.92
G.E Accepted
28
Providing instructional materials
1.12
0.42
L.E.
1.31
0.56
V.L.E Rejected
29 Providing computer and its accessory
1.34
0.56
L.E.
1.30
0.55
V.L.E Rejected
30 Providing electricity, generator leister for school use
1.32
0.46
L.E.
1.22
0.31
V.L.E Rejected
31 Providing public convenience e.g toilet
2.56
0.90
L.E.
2.51
0.11
G.E Accepted
32 Building quarters for the school staff
1.27
0.43
L.E.
1.24
0.42
V.L.E Rejected
Cluster Mean/std. dev 1.89 0.65 1.77 0.70
Data presented in table three (3) above on the mean ratings
of principals and teachers on the extent the communities
participate in the provision of infrastructural facilities, the result
shows that item 24, 27 and 31 were rated above 2.50 criterion
mean by both the principals and the teachers. The mean ratings
of the principals on item 24, 27 and 31 were 2.65, 2.61 and 2.56
while that of teachers were 2.53, 2.66 and 2.51 respectively. This
is an indication that both the principals and teachers are of the
opinion that communities participate in the provision of
infrastructural facilities in the schools to a great extent.
However both principals and teachers disagreed with items
22, 23, 25, 26, 28, 29, 30 and 32. These items above have their
mean ratings below the criterion value of 2.50. The mean for
principals in the above items were 1.82, 2.02, 1.66, 2.29, 1.12,
1.34, 1.32 and 1.27 while the mean for the teachers were 1.75,
1.80, 1.75, 1.82, 1.31, 1.30 1.22 and 1.24 respectively. This is an
indicative of the fact that both principals and teachers disagreed
the items stated that communities contribute in procurement of
instructional materials, provision of recreational and dormitory
facilities and its maintenance, equip laboratories and libraries,
provide furniture like chairs, computer and its accessory,
electricity or generator as well as building quarters for the staff of
the schools.
Research Question Four (4)
To what extent do communities participate in provision of
personnel (tutorial and non tutorial) in the school system?
Data collected with items 33 – 26 of the instrument which
dwelt on extent communities participate in the provision of
school personnel in Nsukka Education Zone of Enugu State were
used to answer the above stated research question.
Table IV: Mean Ratings of Principals and Teachers on the
Extent of Community Participation in the Provision of
Personnel (Tutorial and Non-Tutorial) Staff in the School
system.
Table IV: S/N Items Description Principals = 62 Teachers = 466 Provision of personnel Mean
X
SD Decision Mean
X
SD Decision
33 Participation in recruitment and payment of part time teachers and instructors
2.50
0.85
Accepted
2.63
0.94
G.E Accepted
34 Recruiting and paying security men for the school
2.50
0.75
Accepted
3.87
0.84
V.G.E. Accepted
35 Providing local coaches for training team in soccer, basket ball, swimming athletic
1.28
0.41
Rejected
2.24
0.42
V.L.E Rejected
36 Provision of gardeners/caretakers
1.06
0.20
Rejected
1.89
0.39
V.L.E Rejected
Cluster Mean/std. dev 1.83 0.56 .89 0.65
From the data presented in table four (4) above, on the
mean ratings of principals and teachers on the extent the
communities participate in providing school personnel in the
zone, the result shows that item 33 and 34 were rated above 2.50
criterion mean by both the principals and the teachers. The mean
ratings of the principals on item 33 and 34 were 2.50 and 2.50
while that of teachers were 2.63 and 3.87 respectively. This is an
indication to the fact that both the principals and teachers are of
the view that communities participate in providing personnel
(tutorial and non-tutorial staff) in the secondary schools in
Nsukka Education Zone to a great extent.
On the contrary, both the principals and teachers disagreed
with items 35 and 36. These items above have their mean ratings
below the criterion value of 2.50. The mean for principals in the
above items were 1.28 and 1.06 while the mean for the teachers
were 2.24 and 1.89 respectively. This is an indicative of the fact
that both principals and teachers disagreed the items stated that
communities provide local coaches for training term in soccer,
basket ball, swimming and provision of gardeners/caretakers.
Research Question Five (5)
To what extent do communities participate in maintaining
discipline among students in secondary schools in Nsukka
Education Zone?
Data collected with items 27 – 43 of the instrument which
dwelt on extent communities participate in maintaining discipline
among students in secondary schools in Nsukka Education Zone
of Enugu State were used to answer the above stated research
question. Data were analyzed using mean and standard
deviation. Summary of results is presented in Table V.
Table V: Mean Ratings of Principals and Teachers on the
Extent of Community Participation in Maintaining
Discipline among Students in Secondary Schools in Nsukka
Education Zone.
Table V:
S/N Items Description Principals = 62 Teachers = 46 Maintaining Discipline Mean
X SD Decision Mean
X SD Decision
37 Teaming up with teachers to discipline in subordinate students
2.56
0.86
G.E.
2.55
1.02
G.E Accepted
38 Helping to check lateness and going before official closing time
1.42
0.53
L.E.
2.3
0.58
L.E Rejected
39 Joining in developing and enforcing rules and regulations guiding the school
2.04
0.63
L.E.
2.05
0.67
L.E Rejected
40 Assisting in checking and elimination of drug abuse, secret cult activities and stealling among students
1.84
0.66
L.E.
2.41
1.12
V.L.E Rejected
41 Help in the control of illegal levies
2.58
0.68
G.E.
2.76
0.75
G.E Accepted
42 Join to control examination malpractices and in setting up ad hoc committees in school
2.31
0.65
L.E.
2.20
.83
L.E Rejected
43 Helping in controlling bulling, hooliqanism, vandalism and other acts of deviance among students
2.02
0.62
L.E.
2.23
0.71
L.E Rejected
Cluster Mean/Std. dev 1.69 0.67 2.04 0.81
From the data presented in table five (V) above on the mean
ratings of principals and teachers on the extent the communities
participate in maintaining discipline among students in
secondary schools in Nsukka Education Zone, the result shows
that only two items – item 27 and 41 were rated above 2.50
criterion mean by both the principals and teachers. The mean
ratings of the principals on item 37 and 41 were 2.56 and 2.58
while that of teachers were 2.55 and 2.76 respectively. This is
indicative of the fact that both the principals and teachers are of
the opinion that communities participate in maintenance of
discipline in Nsukka Education Zone to a great extent.
However both principals and teachers disagreed with items
38, 39, 40, 42 and 43. These items above have their mean ratings
below the criterion value of 2.50. The mean for principals in the
above items were 1.42, 2.04, 1.84, 2.31 and 2.02 while the mean
for the teachers were 2.30, 2.05, 2.41, 2.20 and 2.23 respectively.
This is also an indicative of the fact that both principals and
teachers disagreed the items stated that communities help in
checking lateness and going before official time, developing and
enforcing rules and regulations, assist in controlling drug abuse,
secret cult and stealing among students as well as in controlling
examination malpractices, bulling hooliganism, vandalism and
other acts of deviance among students.
Hypothesis One (H01)
Table 6: T test Analysis of Principals and Teachers on the
Extent of community Participation in Funding Secondary
Education in Nsukka Education Zone.
TABLE 6: Ho1 n x SD Df Level of
Significant T. Cal Sig
(2tailed) Decision
Variable H01 is Accepted Principals 62 1.85 0.74 526 0.05 .52 Teachers 466 1.85 0.62 0.04 Total 528 3.70 1.36
Table six above presents the t. test analysis of the difference
between the mean scores of the secondary school teachers and
the principals in Nsukka Education Zone in Enugu State with
regard to the extent communities participate in the funding of
secondary schools.
Decision Rule:
From the result, it can be shown that the calculated value is
0.04 at 526 degree of freedom and 0.05 level of significant. Since
the calculated value of 0.04 is less than 0.05 level of significance,
the null hypothesis is accepted. Therefore there is no significant
difference between the mean rating scores of principals and
teachers on the extent of communities participation in funding
secondary school education.
Hypothesis Two (Ho2)
Table 7: T – test Analysis of Principals and Teachers on the
Extent of Community Participation in School Decision
Making Process.
Table 7:
Ho2 N X SD Df Level of Significant
T.cal Sig. (2 tailed)
Decision
Variable H02 is Accepted Principals 62 1.36 0.30 526 0.05 0.08 .96 Teachers 466 1.32 0.48
Total 528 2.68 0.78
Decision Rule:
The result in table 7 of the t – test analysis indicated that
the mean for principals is 1.36 with standard deviation of 0.30
while teachers is 1.32 with standard deviation 0.48, in testing the
hypothesis using t – statistics at 526 degree of freedom at 0.05
level of significance, the t – calculated is 0.89 as t – critical is .96.
In view of the values in the table, it could be noted that t –
calculated is less than t – critical. Based on this, the hypothesis
is accepted.
Hypothesis Three (H03)
Table 8: T – test Analysis of Principals and Teachers on the
Extent of Community Participation in the Provision of
Infrastructural Facilities.
Table 8:
Ho3 n x SD Df Level of Significant
T.cal Sig. (2 tailed)
Decision
Variable H03 Accepted Principals 62 1.89 0.64 526 0.05 1.40 1.56 Teachers 466 1.76 0.70 Total 528 3.65 1.34
Decision Rule:
Table 8 above present the t – test analysis of the difference
between the mean scores of the principals and teachers in
Nsukka Education Zone of Enugu State with regard to the extent
of communities participation in the provision of infrastructural
facilities in secondary schools. The result shows that there is no
significant difference in the mean ratings of principals and
teachers on the extent communities participate in the provision
of infrastructural facilities, Hence, t- calculated 1.40 is less than
the t – critical value of 1.56 Thus, the hypothesis is accepted.
Hypothesis Four (H04)
Table 9: T – test Analysis of Principals and Teachers on the
Extent of Community Participation in the Provision of
Personnel in the Secondary School system.
Table 9:
Ho4 n x SD Df Level of Significant
T.cal Sig. (2 ailed)
Decision
Variable H03 Accepted Principals 62 1.83 0.56 526 0.05 -0.78 .34 Teachers 466 1.89 0.65 Total 528 3.72 1.21
Table 9 above presents t- test analysis of the difference between the
mean scores of secondary school teachers and principals in Nsukka
Education Zone in Enugu State with regard to the extent community
participate in the provision of personnel in the school system. From
the table, it can be seen that the calculated t – value is -0.78 at 526
degree of freedom and 0.05 level of significant. Since the calculated
value of -0.78 is far less than the table value of 0.34, the null
hypothesis is therefore accepted.
Hypothesis Five (Ho5)
Table 10: T – test Analysis of Principals and Teachers on the
Extent of Community Participation in the Maintenance of
Discipline among Secondary School Students in Nsukka
Education Zone.
Table 10:
Ho5 n x SD Df Level of Significant
T.cal Sig. (2 tailed)
Decision
Variable H03 is Accepted Principals 62 1.69 0.66 526 0.05 -3.71 0.65 Teachers 466 2.04 0.81 Total 528 3.73 1.47
From this table 10, the calculated t – value is -3.71 less
than 0.05 level of significance. Since the calculated value of -3.71
is far below the critical value of 0.65 the null hypothesis of the
study is accepted. There is therefore no significant difference
between the mean rating of the secondary school principals and
teachers on the extent of communities participate in the
maintenance of discipline among students.
SUMMARY OF RESULTS
From the analysis of responses made by principals and
teachers on the items of research questions and hypotheses
formulated for the research work, the summary of findings were
given thus:
1. The principals and teachers overwhelmingly agreed that
communities to a great extent provide funds for building
structures such as classroom, toilet as well as providing
funds for the renovation of dilapidating buildings and for
maintenance culture.
2. Communities also help to employ and pay teachers for
subjects that lack teachers in the school.
3. It was also the view of the principals and teachers that
communities build laboratory buildings and office blocks for
the schools as well as carry out fencing of the school
compound.
4. The principals and teachers all agree that to a great extent
communities participate in recruitment and payment of part
time teachers, instructors and security men for the schools.
5. The communities to a great extent help in fighting
indiscipline among students and in controlling illegal levies
within the schools.
CHAPTER FIVE
DISCUSSION OF FINDINGS, IMPLICATION, SUMMARY,
CONCLUSION, RECOMMENDATION AND SUGGESTION FOR
FURTHER STUDIES
This chapter present the discussions of the findings of this
research work implication, summary of the work, conclusion,
recommendation and suggestion for further research work. The
discussion took full cognizance of the five (5) research questions
and five (5) hypotheses formulated for the study.
Discussion of Findings
Extent of Community in Funding Secondary Education in
Nsukka Education Zone
The major findings of research question one which was
community participation in funding secondary school education
in Nsukka Education Zone was that both the principals and
teachers views the provision of funds for building structures such
as classroom, toilet, chairs provision of funds for the renovation,
of functional equipments, and employment and payment of
teachers for subjects that do not have teachers in the school as
the major areas the local communities performance have been
active. On the other hand, financial assistance on the other areas
such as for installation and maintenance of workshops Home
Economic lab, science lab, sponsoring school activities like prize
giving day, sports festival, academic competition and offering
financial assistance for staff to under go in service training and
sourcing for loans for the schools to carry out projects are poorly
performed. Educational institutions like secondary schools do
map out programmes and course of study. Such programmes
cannot be effectively implemented where there is lack of funds. In
other words, programmes of educational institutions can only be
implemented where there are financial resources. On this Ibandin
(2004), observed that financial dependency on the government
means that funding levels fluctuate with the ups and downs of
the government resources. By implication, whenever there is a
decrease in the government allocation to education board,
educational levels (both primary and secondary) will not be able
to perform her statutory functions adequately. Since education is
an instrument for development and social mobilization, priority
attention should be given to it by both the government and the
communities. This is in line with the observation of Ajayi and
Akindutire, 2007, that scholars have identified inadequate
funding as one of the problems facing Nigerian schools especially
secondary schools. This has in no small measures hindered their
optimal performance over the years. Such predicament adversely
affect the administration of the schools across the country which
portray the serious need for the full integration of the
communities and other stakeholders in the school
administration. Even though the state government is trying much
on education (secondary) sector, with equal priority attention on
other sectors, the communities should not fold their hands down
and leave the job of educating our children for the government
alone. The communities have realized that the state government
which have made education free up to Junior Secondary School
level, cannot bear the burden of financing secondary education
alone thus their participation. To sum it up Onuh (2007),
emphasized that school should work hard to employ ways in
which communities should be full integrated in the school
programmes in other to encourage and support their children,
provide them with practical help and show sense of shared
identity and common purpose in the school.
The extent Community Participate in School Decision
Making Process
The findings in Table 2 showed that both the principals and
teachers are of the view that communities have not been involved
adequately in the decision making process. The eleven items on
decision making were rated very low indicating that the
communities have had very low considerable contributions in the
government of secondary school in Nsukka Education Zone of
Enugu State. Decision-making is the pivot of every educative
process. By implication, the school administration is seen as a
collection of processes dealing with the various ways in which
human and material resources are utilized to achieve set goals of
our educational objectives. On this fact Femi, (2006) and Morris
(2006) are of the view that participative decision making will
facilitate information flow within and outside the system. On this
the communities will be highly involved in the school decision
making process. The findings in Table 2 further reveals that the
communities should be fully integrated or involved in all
decisions concerning school programmes and activities, boarding
system management, disciplinary measures and transfer and
posting of principles and teachers. The result is not surprising
given the fact that in Enugu state prior to 2012 academic year,
the post primary school management Board (PPMSB) the
secondary Education Board concentrates authority and decision
making within herself, Board of Governors thus contributing to
nonchalant attitude of most communities or parents to school
programmes and progress. In view of this Nwankwo (2003)
emphasized the need to democratize decision making in schools
by involving all the stakeholders in the school system. With the
inauguration of school based management committee (SBMC),
then virtually all communities now are involved in the decision
making process in the school system. Thus, full integration of the
communities in decision making process in the school system will
remove administrative challenges facing the school authorities in
the community. This is so because no community works contrary
to a decision they partake in making.
The Extent of Community Participation in the Provision of
Infrastructural Facilities in the Schools
The findings in Table 3 showed that the principles and
teachers agreed that communities provide classroom, laboratory,
and office blocks adequately. They also carry out fencing of the
school compound and provisions of public conveniences such as
toilet in the school. Provision of more physical facilities would go
a long way to enhance quality administration of schools in the
state and in Nigeria as a whole. Although government alone
cannot be held responsible for this, individuals, cooperate bodies
and communities need to participate seriously to ensure
qualitative administration of schools in across the nation. This
agrees with Famade (2004) findings that communities and
parents provides facilities in schools. Both the principals and the
teachers showed that communities in a very little extent are
involved in provision of instructional materials, recreational and
dormitory (hostel) facilities and maintenance, and equipping the
laboratories and library with needed materials. Also the
communities are poorly involved in the provision of furniture’s
such as chairs, tables, provision of computer and its accessory,
electricity to the school and building quarters for the school staff.
From the result obtained, it is evident that all the principals and
teachers were of the opinion that the infrastructural
faculties/equipment are not adequately available. This implies
that adequacy of facilities and equipments for our secondary
schools to achieve our educational objectives which helps to
impart the needed skills to students are yet to be fully available.
Apart from shortage of these facilities, many of the facilities
available are in deplorable conditions. Schools cannot deliver
where there are decaying school structures, empty or ill equipped
laboratories, workshops (where they exist), congested classrooms.
On this fact, Harb, and El-shaarawi (2006) observed that where
some of these equipments exist, they are too few compared to the
number of students that need them. What students ought to
learn practically is reduced to theory. Thus the little indifference
or concern on the provision of some infrastructures in the school
could be because school authorities do not treat the communities
as partners in the education of their children (Onuh, 2007). This
is coupled with the fact that the communities in the zone had
imbibed the spirit of free education and look on the government
to provide everything which is not possible now. Thus, the
serious need for community participation in the school affairs, to
overcome the dearth of infrastructural facilities.
The Extent of Community Participation in Provision of
Personnel in the School System
Data presented in Table 4 shows that both the principals
and teachers in the secondary school system agreed that
communities to a great extent participate in recruitment and
payment of part time teachers, instructors and security men in
the school where they are insufficient. In the secondary school
system, Ogunsaju, (2006) stated that some school where
equipment aboard, have no adequate manpower-teachers
especially in the areas of science and technology. In line with the
observation Ugwoke 2012 states that there are inadequacy of
human resources in some subject areas like Home Economic,
Basic science, Basis technology, physics in many secondary
schools. This is so because as an interim measure communities
do lease with the school authority to employ on part basis, some
teachers in areas of needs without teachers. Also where the
staffing situation in a school becomes deplorable, the
communities may also pressurize the officials in the Post Primary
School Management Board to post teachers in their schools on
special areas or subject. In this present era of security
consciousness, the communities also do employ some security
men to protect the schools from being raided by thieves.
On the other land, the communities do not adequately take
part in providing local coach for training teams such as in soccer,
basket ball or other athletic activities, and in provision of
caretakers or gardeners for the school. The school and the
communities should make it a joint venture to provide training to
untapped talents in the secondary school and even donate
trophies and shields in order to boost sports training and
competition in school.
The Extent of Community Participation in Maintaining
Discipline among Students in Secondary Schools
The findings in Table 5 showed that out of the seven items
on maintenance of discipline, only two items indicated that
communities participate to a great extent. These are in the area
of teaming with teachers to discipline insubordinate students and
helping to control illegal levies. The findings are quite interesting
as discipline has been eroded in many schools in recent years.
And our schools cannot afford to groom our youngersters or
futures leaders of tomorrow without discipline. On this, Nwabuisi
(2010) is of the opinion that both the home and school should
enforce good character traits through a systematic approach that
includes adult good role modeling, curriculum integration,
positive school climate and access to comprehensive guidance
and counseling services. This is because booth the principals and
teachers ratings showed that the communities have not been
performing their duties seriously in maintaining discipline
especially in this period of moral decadence among the youths.
The disciplinary issues which the communities do not participate
adequately were controlling deviance behaviour among students,
checking lateness and going before time, curbing examination
malpractice, joining in developing and enforcing rules and
regulations and checkmate drug abuse, secret cult activities and
stealing among the students. Worthy of note is that these
problems including learning phobia or disabilities require the
converted efforts of the schools and the community viz the
parents for solutions. Buttressing on this, Obi (2003) is of the
view that parents in the communities should help to fight all acts
of indiscipline among students and staff for such cherished virtue
as hard work, honesty and sincerity to be emphasized. Discipline
is the most important element in the ethos of a school and
without discipline management efforts will lead to nothingness.
Hypotheses one to five sought to establish whether there was any
significant difference between the mean opinions of principals
and teachers on the extent communities participate in funding,
decision making, provision of facilities, personnel and
maintenance of discipline in secondary school administration in
Nsukka Education Zone of Enugu State respectively. Subjecting
the two respondents to t- test statistics, no significant difference
was observed at 526 degree of freedom and 0.05 level of
significance. This means that there was no significant difference
between the mean opinions of the two respondents (principals
and teachers) on the five task areas of school administration
communities can participate in Nsukka Education Zone.
Therefore from the above, there is much perceived merits of
community participation in those five task areas in secondary
school administration in Nsukka Education Zone of Enugu State
Educational Implications
The findings of this study have some useful educational
implications to secondary school education generally and in
Nsukka Education Zone of Enugu State. Specifically the following
implications are identified which can be of immense benefits to
the school administrators, policy makers, teachers, Post-Primary
School Management Board and the government as it relates to
the community participation in the administration of secondary
schools in Nsukka Education Zone.
The findings shows that the principals and teachers agreed
that communities to a great extent participate in the provision of
funds for building structures like classrooms, renovation of
dilapidating building, and help to employ and pay teaches for
subjects that lack teachers in the school. They also employ and
pay security men and team up with teachers to discipline
insubordinate students. The study has shown that the
communities play such roles in the secondary school system in
the zone. However their role involvement is marginal and now is
the time for a positive change for the better. This is the fact
considering the state of physical facilities, disciplinary. situation,
funding and inadequate human resources in many schools. Even
now at the introduction of school based management committee
(SBMC) which involves the parents from the community is not
helping matters. It is inferred here that either the communities
do not yet know her full responsibilities for the education of their
children or that some school heads fail to draw them into the
main activities of the school. In order to be successful, it is
necessary for the school authority to seek for the support of
families and community members. The school authority should
increase the level of interaction with the community members in
virtually all their programmes in the school. They will help to
impact and achieve a high level of moral and character training
on the students. The communities as the main stakeholders after
the government need to be provided with the opportunities to
contribute to the school in meaningful ways. This also will help to
harness their potentials for meaningful teaching and learning in
our schools.
The respondents (both principals and teachers) share the
same opinion in relation to the extent of community participation
in decision making process in secondary school administration in
the zone. The findings shows their non consultation and little
participation in all the items in the cluster. This shows that all
the merits that would have been enjoyed by their participation in
decision making in the schools will be lost. The effect of the non-
participation of the communities will not enable parents to
contribute their quota fully towards educational planning in the
school system. Further it will not give room for the introduction
of lay advisory committee that will assist in evaluating the
schools operation and in planning future developments. This will
make it very difficult to school administration to more forward
efficiently. The implication is that it will have a long-run effort on
the administrative mechanism of the schools. The communities
will feel alienated from all the affairs in the schools thereby
underming coordinal relationship that may exist, thus affects
teaching and learning. Thus to avoid derailing the objectives of
secondary education in Nsukka Education Zone of Enugu State it
be becomes imperative for community participation in decision
making for the attendant benefits.
On the state of infrastructural facilities and equipments in
secondary schools, the principals and teachers rated their
general participation as fair. This finding shows that
communities need to be encouraged by the school authorities
and the state government, on their role participation in carrying
out some projects in schools. This is to help and ensure the
actualization of education for all (EFA) by the federal government
as EFA is the responsibility of all. This implies that all the
stakeholders in the school should via mutual coexistence partner
in the provision of adequate infrastructural facilities and its
maintenances in the school. This is so as no meaningful learning
and teaching can take place in the absence of the facilities.
The secondary school teachers and principals also agreed to
a great extent on the participation of communities in teaming up
with teachers to discipline insubordinate students but disagree
on other items in the cluster. But the problem of indiscipline
among students in schools these days appear to be getting worse
and too complex for teachers alone to handle effectively. This
findings may show that the secondary schools cannot grow
outside its community. It further indicates that the communities
do at times participate in the discipline of students, but much is
still expected from them. For instance when specific cases of
gross insubordination are to be treated in secondary schools,
communities through the parents of the affected students may be
brought in to contribute to the uprooting of such vices and nip it
earlier. Their non active participation falls short of emulation.
The various school authorities should therefore increase their
level of interaction with the community members to enlighten
them on their expected roles and thereby integrate them fully in
the school administration.
Summary of the Study
The study concerns the community participation in
administration of secondary school in Nsukka Education Zone of
Enugu State. The general purpose of the study was to determine
the extent community participates in secondary school
administration in Nsukka Education Zone of Enugu State. A total
number of principals and teachers were 1,066, of which a total of
528 of them were selected for the study. In order to give the
research work a focus, five research questions and five null
hypotheses were formulated on five important need areas of
participation namely funding, decision making, infrastructural
provision, personnel and discipline. The research questions were
backed up with 43 item questionnaires, which was duly validated
and tested for reliability was used to collect data. The research
design was descriptive survey design which sought the opinions
of the principals and teachers. Mean and standard deviation were
used to answer the research questions while t – test statistics
was used to test the five null hypotheses.
The findings of the result shows that communities
participation in these five task areas in the education of the child
has been minimal. As the participation of the community in these
tasks is marginal, it calls for a serious positive change for the
education of our younger generation. The findings also show that
the non-consultation and participation of the communities in
decisions making process and other task areas in the schools will
reverse the obvious advantages associated with it. This implies
that the tone of the school will be poor, poor school-community
relation and low attainment of the objectives of secondary
education will manifest itself in different forms.
The findings on the study also shows that there in no
significant difference between the mean rating scores of
principles and teachers on the extent of communities
participation in funding, decision making, provision of
infastructional facilities and maintenance of discipline in
secondary schools. Therefore, in this ear of economic meltdown,
the government alone cannot finance adequately all the academic
programmes, activities and responsibilities of the schools without
a active help from the communities. This calls for the active
participation of the communities in which schools are situated.
The research however made useful recommendations based
on the findings of the work. The government should set up a
compulsory annual programmes to educate the community and
the schools on their functional roles in the administration of
schools. Also the government should be involved in the effort to
integrate the communities in decision making process in schools.
The government should intensify their effort to encourage the
communities in their respective educational zones to participate
actively in funding and provision of facilities. Moreover, the
school authority should identify resources persons within the
community and reach out to them when the need arises. This is
because the management of secondary school should be
collective effort for effective realization of educational objectives
and goals.
Conclusion
It was the need to determine the extent community
participate in secondary school administration in Nsukka
Education Zone of Enugu State that give rise to this study. It was
found that participation of communities in the provision of funds
for renovation and maintenance, recruitment and payment of
part time teachers, security men, maintaining discipline and
building laboratories are marginal and they need to be integrated
and encouraged in the school administration to do more. The
opinions of the respondents affirms that the participation of the
communities plays an enabling roles in the school administration
and so should be encourage to do so. They should be sensitized
for active roles in such areas as in decision making process,
student disciplinary measures and facilities provision. The
teachers, the secondary school management, the government and
the communities are made to know by the findings that should
they work as a team in one filed. This is to achieved the main
broad goals of secondary education and this provide education
for all as postulated by the government in Nsukka Education
Zone of Enugu State.
Recommendations
Based on the findings of the study, the following
recommendations were made.
1. The government should set up a compulsory annual
programmes to educate the community and the school on
their functional roles in the administration of schools.
2. There is need for the National Policy on Education to spell
out areas which communities can be involved in decision
making process in schools.
3. Enugu State government through the ministry of Education
and Post-Primary school Management Board should map
out ways to encourage the communities in their respective
educational Zones to participate actively in funding
secondary schools.
4. The state government should through a possible medium
sensitize all communities on the need for increased
participation in schools management and provision of
facilities and instructional materials for schools.
5. The school authority (school heads) should identify
resources persons within the community and reach out to
them when the need arises.
Limitation of the Study
This study was accomplished though not without some
difficulties.
i. Some of the principals and teachers were reluctant to
complete the questionnaire for the study on the ground that
it has no economic benefit to them. The researcher did a lot
of persuasion to the respondents before retrieving the test
materials. This took a lot of time.
ii. There might be some other extraneous variables such as
location, socio-economic background that may have
influenced their respective responses.
iii. The study was restricted to Nsukka Education Zone of
Enugu State. It may not be feasible to generalize the
findings to the entire state. This so because the generation
based on the findings should be done with caution as the
study in other areas may not give the same result.
iv. The last but not the least was finance. It was a big
constraint to the success of the work.
Suggestion for Further Studies
In accordance with the result of the findings, the following
suggestions are made for further studies.
1. A study of the constraints to community involvement in the
administration of secondary schools in the other Education
Zone of Enugu State can be conducted.
2. The same research study can be conducted in other
Education Zone of the state and other states in Nigeria.
3. Community participation in conflict management in
secondary schools in the state or other states in Nigeria.
4. The effect of community participation in secondary schools
administration.
REFERENCE
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APPENDIX I
LIST OF SCHOOLS BY LGA IN NSUKKA EDUCATION ZONE –
ENUGU STATE
LGA S/N NAME OF SCHOOL
I
GB
O-E
TIT
I
119 T.C UKEHE
120 N.T.C. NSUKKA
121 P.S.S. UKEHE
122 C.S.S. OZALLA
123 C.H.S. EKWEGBE
124 C.S.S. OHEBE-DIM
125 C.S.S. UMUNKO
126 C.S.S. OHODO
127 B.S.S. AKU
128 C.H.S. UKEHE
129 G.S.S. AKU
130 C.S.S. UMUNA
131 C.S.S AKU
132 ORINANDU C.S.S. UKEHE
133 C.S.S UKOPI-EKWEGBE
134 IGBO-EITIT S.S. IKOLO
135 AKUTARA C.S.S. OHODO
136 COMP. S.S. DIOGBE
N
SU
KK
A
137 S.T.C. NSUKKA
138 NSUKKA H.S. NSUKKA
139 Q.R.S.S. NSUKKA
140 C.S.S. ISIENU
141 URBAN G.J.S.S. NSUKKA
142 OPI H.S. OPI
143 C.S.S. EDEM
144 C.H.S. UMABOR
145 C.S.S. EHANDIAGU
146 C.S.S. IBAGWA-ANI
147 C.S.S. OBUKPA
148 C.S.S. EDE-OBALLA
149 ST. CYP. G.S.S. NSUKKA
150 MODEL S.S. NSUKKA
151 C.S.S LEJJA
152 C.S.S OBIMO
153 B.S.S. NRU
154 LEJJA H.S. LEJJA
155 C.S.S OKPUJE
156 G.S.S. OPI
157 C.S.S ALOR UNO
158 C.S.S OPI AGU
159 OKUTU S.S. OKUTU
160 URBAN B.S.S. NSUKKA
161 C.S.S. EZEBUNAGU
162 AGU-UMABOR C.S.S. UMABOR
163 C.S.S. BREME EHANDIAGU
164 C.S.S AKPOTORO OBIMO
165 EDEM ANI H.S. EDEM
166 C.H.S. AJUONA OBIMO
UZ
O-U
WA
NI
167 C.S.S. NIMBO
168 U.S.S. ADANI
169 C.S.S. ABBI-UGBENE
170 U.S.S. UVURU
171 C.S.S. NROBO
172 C.S.S. UKPATA
173 A.S.S. NKPOLOGU
174 G.S.S. UMULOKPA
175 B.S.S. AKIYI-UMULUOKPA
176 C.S.S. OGURUGU
177 W.S.S. OPANDA-NIMBO
178 C.S.S. UGBENE-AJIMA
179 ATTA MEM H.S. ADABA
180 T.C. IGGA
APPENDIX II A LETTER OF INTRODUCTION TO RESPONDENTS
Department of Education Foundations, University of Nigeria, Nsukka. 15th October, 2012.
Dear Respondents, I am a post graduate student of the Department of
Education Foundations, University of Nigeria, Nsukka. I am
carrying out a study on- Community Participation in
Administration of Secondary School in Nsukka Education
Zone of Enugu State.
I sincerely solicit your cooperation in responding to the
attached questionnaire to make this study feasible. The draft of
the questionnaire has provisions for four options of Very Great
Extent (VGE), Great Extent (GE), Little Extent (LE) and very Little
Extent (VLE). You are required to fill in the questionnaire as
honestly as possible. I wish to assure you that all information
provided will be treated in confidence and use strictly for
research purpose.
Thanks for your anticipated cooperation.
Yours sincerely,
Ugwuanyi F.N. (Researcher)
Department of Educational Foundation, University of Nigeria, Nsukka. 15th October, 2012.
Dear Sir,
REQUEST FOR VALIDATION OF RESEARCH INSTRUMENT
I am a post graduate student (MED) in the above
department and University, currently undertaking a research
project on- Community Participation in Administration of
Secondary Schools in Nsukka Education Zone of Enugu
State.
You are kindly requested to check for ambiguous statement
and relevance of the instrument to the purpose of the study and
research questions. The purpose of the study, research questions
and hypotheses are attached here for your guidance.
Thanks for your expected cooperation.
Yours sincerely,
Ugwuanyi F.N.
COMMUNITY PARTICIPATION IN ADMINISTRATION OF
SECONDARY SCHOOL QUESTIONNAIRE (CPASSQ)
Instruction
Please answer as honestly as you can by giving your candid
opinion. Kindly use the options of VGE-Very Great Extent 4
points; GE-Great Extent 3point; LE- Little Extent 2point; and
VLE- Very Little Extent 1point. Tick (√) the option which you
consider the most appropriate
Section A: Personnel Data
Name of School: _____________________________________________
Occupation: ______________________ ___________________________
Qualification: NCE ; B.ED ; B.A ; BSC ; Others
Status of Staff: Principal Teacher
Section B: Cluster
Cluster I: To what extent do communities participate in funding
secondary education.
S/N VGE GE LE VLE
1. Provision of funds for building of
structures such as classrooms, toilet.
chairs, tables
2. Provision of funds installation and
maintenance of technical workshops,
Home economics lab, science lab etc
3. Provision of Funds for the renovation
of dilapidated buildings and
maintenance of functional equipments
like generator.
4. Communities help to employ and pay
teachers for subjects that lack
teachers in your school
5. Communities do source for loans from
banks for the school
6. Sponsor school activities like prize
giving day, sport festivals and parent’s
day.
7. Offering financial assistance for
teachers to undergo in-service training
like workshops and seminars.
S/N VGE GE LE VLE
8. Sponsor in school academic
competition and other extra curricular
activities.
9. Sourcing for funds for the schools
from other organizations or wealthy
individuals.
Cluster 2: Extent of community
participation in the school decision
making.
10. School authority regular consultations
with community development unions
on school programmes and activities
11. Taking part in determining subjects
offered in the school.
12. Advising the school staff, the Board of
Governors or school committee on
pressing education needs and
responsibilities.
13. Communities are consulted on the
disciplinary measures in the school
14. Take part on boarding system
management and control.
S/N VGE GE LE VLE
15. Communities do take part in posting
of principals.
16. Communities influence the transfer of
principal to their school
17. Communities take part in recruitment
and posting of teachers
18. Communities helps in determine
teachers to be transferred in the
school
19. Take part in admission of new and
transferring students into the school
20. Take part in expelling students
involved in indiscipline in the school
21. Communities discipline erring
teachers or principals in their schools
Cluster 3: To what extent do
communities participate in the
provision of infrastructural facilities.
22. Contributing in procurement of
instructional materials-books, chalk,
posters, maps.
S/N VGE GE LE VLE
23. Provision of recreational and dormitory
(Hostel) facilities and maintenance.
24. Build classroom blocks, laboratory
buildings and office blocks
25. Helping to equip laboratories and
library with needed materials.
26. Providing chairs, tables and other
furniture to in the school
27. Fencing the school compound
28. Providing instructional materials
29. Providing computer and its accessory
30. Providing electricity, generator or
leister for school use
31. Providing public conveniences e.g
toilet.
32. Buildimg quarters for the school staff.
S/N VGE GE LE VLE
Cluster 4: Community participation in
the provision of personnel.
33. Participation in recruitment and
payment of part time teachers and
instructors.
34. Recruiting and paying security men for
the school
35. Providing local coaches for training
team in soccer, basket ball, swimming,
athletic.
36. Provision of gardeners/caretakers
Cluster 5: To what extent do
communities participate in
maintaining discipline.
37. Teaming up with teachers to discipline
insubordinate students.
38. Helping to check lateness and going
before official closing time.
39. Joining in developing and enforcing
rules and regulations guiding the
school
S/N VGE GE LE VLE
40. Assisting in checking and elimination
of drug abuse, secret cult activities
and stealing among students.
41. Help in the control of illegal levies
42. Join to control examination
malpractices and in setting up ad hoc
committees in school.
43. Helping in controlling bulling,
hooliganism, vandalism and other acts
of deviance among students.
APPENDIX III
CLUSTER 1
Case Processing Summary
N %
Cases Valid Excludeda Total
20 0 20
100.0 .0
100.0
a. Listwise deletion based on all variables in the
procedure
Reliability Stattistics
Cronbach’s Alpha
Cronbach’s Alpha
Based on Standardized
Items
N of Items
.855 .857 9
Item Statistics
Mean Std. Deviation N
VAR00001 3.6500 .67082 20
VAR00002 3.4000 .75394 20
VAR00003 3.3000 .92338 20
VAR00004 3.6000 .82078 20
VAR00005 3.7000 .80131 20
VAR00006 3.4000 .82078 20
VAR00007 2.9500 1.09904 20
VAR00008 3.2500 .78640 20
VAR00009 1.5500 .68633 20
Summary Statistics
Mean Minimum Maximum Range Maximum/
Minimum
Variance N of Items
Item Means 3.200 1.550 3.700 2.150 2.387 .436 9
Cluster 2
Reliability Statistics
Cronbach’s Alpha
Cronbach’s Alpha
Based on Standardized
Items
N of Items
.741 .754 12
Item Statistics
Mean Std. Deviation N
VAR00010 2,5500 1.05006 20
VAR00011 1,2500 .44426 20
VAR00012 2,0000 .79472 20
VAR00013 2.1500 1.03999 20
VAR00014 1.3500 .74516 20
VAR00015 1.5500 .60481 20
VAR00016 2.5000 .60481 20
VAR00017 1.1000 .30779 20
VAR00018 1.3000 .57124 20
VAR00019 1.2000 .52315 20
VAR00020 1.6000 .88258 20
VAR00021 1.5000 .60698 20
Summary Statistics
Mean Minimum Maximum Range Maximum/
Minimum
Variance N of Items
Item Means 1.671 1.100 2.550 1.450 2.318 .256 12
CLUSTER 3
Case Processing Summary
N %
Cases Valid Excludeda Total
20 0 20
100.0 .0
100.0
a. Listwise deletion based on all variables in the
procedure
Reliability Statistics
Cronbach’s Alpha
Cronbach’s Alpha
Based on Standardized
Items
N of Items
.806 .828 11
Item Statistics
Mean Std. Deviation N
VAR00022 1.4500 .51042 20
VAR00023 1.2500 .44426 20
VAR00024 2.6000 .99472 20
VAR00025 1.9000 1.02084 20
VAR00026 2.3500 .93330 20
VAR00027 2.3000 1.03110 20
VAR00028 1.5000 .68825 20
VAR00029 1.3500 .48936 20
VAR00030 1.5500 .60481 20
VAR00031 2.1000 1.02084 20
VAR00032 1.7000 .86450 20
Summary Item Statistics
Mean Minimum Maximum Range Maximum/
Minimum
Variance N of Items
Item Means 1.823 1.250 2.600 1.350 2.080 .208 11
CLUSTER 4
Case Processing Summary
N %
Cases Valid Excludeda Total
20 0 20
100.0 .0
100.0
a. Listwise deletion based on all variables in the
procedure
Reliability Statistics
Cronbach’s Alpha
Cronbach’s Alpha
Based on Standardized
Items
N of Items
.715 .698 6
Item Statistics
Mean Std. Deviation N
VAR00033 3.7000 .80131 20
VAR00034 3.4000 .82078 20
VAR00035 2.9500 1.09904 20
VAR00036 3.2500 .78640 20
VAR00037 1.5500 .68633 20
VAR00038 3.1000 .78807 20
Summary Item Statistics
Mean Minimum Maximum Range Maximum/
Minimum
Variance N of Items
Item Means 2.992 1.550 3.700 2.150 2.387 .566 6
CLUSTER 5
Case Processing Summary
N %
Cases Valid Excludeda Total
20 0 20
100.0 .0
100.0
a. Listwise deletion based on all variables in the
procedure
Reliability Statistics
Cronbach’s Alpha
Cronbach’s Alpha
Based on Standardized
Items
N of Items
.743 .651 5
Item Statistics
Mean Std. Deviation N
VAR00039 1.2500 .55012 20
VAR00040 3.2500 .78640 20
VAR00041 3.4000 .82078 20
VAR00042 2.9500 1.09904 20
VAR00043 3.4000 .59824 20
Summary Item Statistics
Mean Minimum Maximum Range Maximum/
Minimum
Variance N of Items
Item Means 2.850 1.250 3.400 2.150 2.720 .834 5
Item Statistics
Mean Std. Deviation N
VAR00001 3.6500 .67082 20 VAR00002 3.4000 .75394 20 VAR00003 3.3000 .92338 20 VAR00004 3.6000 .82078 20 VAR00005 3.7000 .80131 20 VAR00006 3.4000 .82078 20 VAR00007 2.9500 1.09904 20 VAR00008 3.2500 .78640 20 VAR00009 1.5500 .68633 20 VAR00010 2,5500 1.05006 20 VAR00011 1.2500 .44426 20 VAR00012 2.0000 .79472 20 VAR00013 2.1500 1.03999 20 VAR00014 1.3500 .74516 20 VAR00015 1.5500 .60481 20 VAR00016 2.5000 .60481 20 VAR00017 1.1000 .30779 20 VAR00018 1.3000 .57124 20 VAR00019 1.2000 .52315 20 VAR00020 1.6000 .88258 20 VAR00021 1.5000 .60698 20 VAR00022 1.4500 .51042 20 VAR00023 1.2500 .44426 20 VAR00024 2.6000 .99472 20 VAR00025 1.9000 1.02084 20 VAR00026 2.3500 .93330 20 VAR00027 2.3000 1.03110 20 VAR00028 1.5000 .68825 20 VAR00029 1.3500 .48936 20 VAR00030 1.5500 .60481 20 VAR00031 2.1000 1.02084 20 VAR00032 1.7000 .86450 20 VAR00033 3.7000 .80131 20 VAR00034 3.4000 .82078 20 VAR00035 2.9500 1.09904 20 VAR00036 3.2500 .78640 20 VAR00037 1.5500 .68633 20 VAR00038 3.1000 .78807 20 VAR00039 1.2500 .55012 20 VAR00040 3.2500 .78640 20 VAR00041 3.4000 .82078 20 VAR00042 2.9500 1.09904 20 VAR00043 3.4000 .59824 20
Summary Item Statistics
Mean Minimum Maximum Range Maximum/Minimum
Variance N of Items
Item Means 2.351 1.100 3.700 2.600 3.364 .794 43
Overall Reliability
Case Processing Summary
N %
Cases Valid Excludeda Total
20 0 20
100.0 .0
100.0
a. Listwise deletion based on all variables in the
procedure
Reliability Statistics
Cronbach’s Alpha
Cronbach’s Alpha
Based on Standardized
Items
N of Items
.799 .812 43
APPENDIX IV
T- Test
Variable Statistics
Variable N Mean Std. Deviation Std. Error Mean
PRINCIPALS TEACHERS
62 466
1.85 1.96
0.74 0.62
.07251
.06171
Independent samples Test
Levene’s Test Equality of Variances
t-test for Equality of Means
F Sig. t df Sig. (2 –tailed)
Sum Equal variances assumed Equal variances not assumed
1.348 .015 0.04 0. 041
526 152. 471
. 52
. 52
Independent samples Test
t-test for Equality of Means
Means Difference
Std. Error Difference
96% Confidence interval of the Difference
Lower
Upper
Sum Equal variances assumed Equal variances not assumed
-0.11 -0.11
0.1127 0.1218
-1.0118 -1.0021
.5371
.5321
T- Test Variable Statistics
Variable N Mean Std. Deviation Std. Error Mean
SUM PRINCIPLES TEACHERS
62 466
1.36 1.32
0.31 0.49
.0423
.05116
Independent Samples Tests
Levene’s Test for Equality of variances
t-test for Equality of Means
F Sig. t df Sig. (2. tailed)
SUM Equal Variances Assumed Equal variances not assumed
.031 .522 .88 .89
526 162.5112
.96
.96
Independent samples Test
t-test for Equality of Means
Means Difference
Std. Error Difference
96% Confidence interval of the Difference
Lower
Upper
Sum Equal variances assumed Equal variances not assumed
.04
.04 .2112 .1213
.0375
.0386 1.7812 1.7823
T- Test Variable Statistics
Variable N Mean Std. Deviation Std. Error Mean
PRINCIPALS TEACHERS
62 466
1.89 1.77
0.65 0.70
.0061
.0052
Independent samples Test
Levene’s Test for Equality of Variances
t-test for Equality of Means
F Sig. t df Sig. (2–tailed)
Sum Equal variances assumed Equal variances not assumed
.311 .272 1.41 1.43
526 125.0027
1.56 1.56
Independent samples Test
t-test for Equality of Means
Means Difference
Std. Error Difference
96% Confidence interval of the Difference
Lower
Upper
Sum Equal variances assumed Equal variances not assumed
.121
.132 .1136 .1142
0.7234 0.7412
2.1231 2.1412
T- Test Variable Statistics
Independent Samples Test
Levene’s Test Equality of Variances
t-test for Equality of Means
F Sig. t df Sig. (2 –tailed)
Sum Equal variances assumed Equal variances not assumed
1.348 .015 -0.78 526 142.034
0.34
Independent Samples Test
t-test for Equality of Means
Means Difference
Std. Error Difference
96% Confidence interval of the Difference
Lower
Upper
Sum Equal variances assumed Equal variances not assumed
0.06 0.06
.0026
.0021 1.1211 1.1101
3.2412 3.2505
Variable N Mean Std. Deviation Std. Error Mean
SUM PRINCIPALS TEACHERS
62 466
1.83 1.89
0.56 0.65
.2011
.2032
T- Test Variable Statistics
Variable N Mean Std. Deviation Std. Error Mean
SUM PRINCIPALS TEACHERS
62 466
1.70 2.04
0.67 0.82
.1251
.1172
Independent Samples Test
Levene’s Test for Equality of Variances
t-test for Equality of Means
F Sig. t df Sig. (2–tailed)
Sum Equal variances assumed Equal variances not assumed
.051
.432
.3.71
526 125.123
0.65
Independent Samples Test
t-test for Equality of Means
Means Difference
Std. Error Difference
96% Confidence interval to the Difference
Lower
Upper
Sum Equal variances assumed equal variances not assumed
-0.34 - 0.34
.2416
.2301 .1.0072 - 1.0116
.5213
.5221