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