Appraisal of Community Participation in Administration of Public Secondary School Education in Zone “C”
CHAPTER ONE
Objective of the study
The objectives of the study are;
- To determine the extent of community participation in funding public secondary schools in Education Zone “C” of Benue State.
- To ascertain the extent of community participation in the provision of infrastructural facilities in Education Zone “C” of Benue State.
- To determine the problems militating against community participation in the administration of public secondary schools
- To identify the strategies for motivating community members for effective school administration.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Theoretical Framework
The theoretical framework of this study was based on the “system theory and stakeholders ’theory” which is directly related to the study
Systems theory by barnard and ludwing 1950
The systems theory was propounded by Barnard and Ludwing in 1950. The theory states that, for a 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. The theory views an organization as a social system of symbolically inter-dependent parts. This means 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 (Wade, 2005). For instance, the communities make use of school facilities, such as school hall for occasions virtually every weekend and the school sport complex for various games and competitions. 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. Ochai (2012) reports that community contributes by providing land and even contributes in cash and kind, physical facilities and equipment for the effective administration of schools. Community sometimes provides PTA teachers, security of the school, economic trees, sport equipment and facilities, school uniform among others (Donald, 2005). In a nutshell, the community and the school must work as a system to achieve the aims and objectives of the secondary school education. A good social relationship exists between the community, parents and teachers. This is an indication the groups can work together. The researcher believes that building and maintaining a genuine partnership with parents is a process of continually seeking to understand assumptions and to share meanings and expectations. Elechi (2003) ascertained that assisting schools in developing comprehensive and permanent programmes of partnership, an action team approach for school, family, and community partnerships need to be developed.
Partnerships can only grow when they are based on mutual trust and respect for the other‘s values, perspectives and experiences. Therefore, a good relationship and understanding must exist between a system and its subsystem. Schools still have a task to reach out to the community and parents and make them partners in school management (Grander, 2009).
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought Appraisal of community participation in administration of public secondary school education in Zone “C” Benue state
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information on Appraisal of community participation in administration of public secondary school education in Zone “C”. 200 staff of selected secondary schools in Benue state was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
DATA ANALYSIS
The data collected from the respondents were analyzed in tabular form with simple percentage for easy understanding.
A total of 133(one hundred and thirty three) questionnaires were distributed and 133 questionnaires were returned.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Appraisal of community participation in administration of public secondary school education in Zone “C”. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of community participation in administration of public secondary school education in Zone “C”
Summary
This study was on Appraisal of community participation in administration of public secondary school education in Zone “C”. Four objectives were raised which included: To determine the extent of community participation in funding public secondary schools in Education Zone “C” of Benue State, to ascertain the extent of community participation in the provision of infrastructural facilities in Education Zone “C” of Benue State, to determine the problems militating against community participation in the administration of public secondary schools and to identify the strategies for motivating community members for effective school administration.. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary schools in Benue state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principals adm, senior staffs and junior staffs were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
The result of the study showed that communities participate in funding public secondary schools in Education Zone “C” of Benue State to a less extent.
The result of the study also showed that the communities participate in the provision of infrastructural facilities in Education Zone “C” of Benue State to a less extent. The result of the study showed that lack of commitment to the education of the children and communication gap between the school and the community among others are problems militating against community participation in the administration of public secondary schools in Education Zone “C” of Benue State. The result of the study showed that principal’s relationship with the community in a friendly way and school authority’s regular consultations with community development unions on school programmes and activities among others are strategies for motivating community members for effective school administration in Education Zone “C” of Benue State.
Recommendation
Since the communities participate in funding public secondary schools in Education Zone “C” of Benue State to a less extent, it is therefore recommended that the communities should take active participation in the funding and administration of public secondary schools within their vicinity. This is because the schools are established for the community’s benefit.
The result of the study also showed that the communities participate to a less extent in the provision of infrastructural facilities to public secondary schools in Education Zone “C” of Benue State. It is recommended that the provision of infrastructural facilities to public secondary schools should not be the responsibility of the government or the school alone, but the communities should also make efforts to providing infrastructural facilities, this is because the facilities are being utilized and make use of by their own children.
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