INFLUENCE OF COMMUNITY PARTICIPATION ON THE ADMINISTRATION OF PUBLIC SECONDARY SCHOOLS IN BENUE STATE
INFLUENCE OF COMMUNITY PARTICIPATION ON
THE ADMINISTRATION OF PUBLIC SECONDARY SCHOOLS IN BENUE STATE
By
OGUNBIYI Oluwadare Deji
OCTOBER, 2017
INFLUENCE OF COMMUNITY
PARTICIPATION ON THE ADMINISTRATION OF PUBLIC SECONDARY SCHOOLS IN BENUE STATE
By
OGUNBIYI, Oluwadare Deji
B.Ed. (Hons.) Educational management
(Ekiti State University, Ado-Ekiti, Nigeria)
Thesis Submitted to the
Department of Educational Foundations and General Studies, Federal University
of Agriculture, Makurdi in Partial Fulfilment of the Requirements for the Award
of Master of Education in Educational Administration and Planning.
October, 2017
DECLARATION
I declare that the work described in this thesis is
original, and has not been previously submitted to any University or similar
institutions for the award of any degree or certificate.
Name of Candidate: …………………………………………………….
Signature: ……………………………………………………………….
Date: …………………………………………………………………….
CERTIFICATION
We
the undersigned, hereby certify that this thesis proposal presented by OGUNBIYI
O. D. (15/7905/M.Ed) be accepted as fulfilling part of the requirements for the
award of Degree of Master of Education in Educational Administration and
Planning.
TITLE:
Influence of Community
Participation on the Administration of Public Secondary Schools in Benue State
…………………………..
………………………
Dr. C. I.
Tyokyaa Date
Supervisor
…………………………
………………………
Dr. G. O.
Ochai Date
Co-Supervisor
………………………….
………………………
Rev. Fr. Dr.
D. T. Kajo Date
Head of
Department
..………………………..
………………………
Prof. (Mrs) E.
U. Amuta Date
Dean, Postgraduate School
DEDICATION
I dedicate this thesis to
the ALMIGHTY GOD for giving me good health and strength to carry out this work.
ACKNOWLEDGEMENTS
The researcher wishes to
express his gratitude first and foremost to the Almighty God, the giver of good
health and life for His wisdom, knowledge, understanding, inspirations,
guidance and loving kindness for me to complete this course.
The researcher is greatly
indebted to his supervisors, Dr. C. I. Tyokyaa and Dr. G. O. Ochai for their
immense sacrifice, close supervision and advice contributed to the planning,
writing and successful completion of this study.
His gratitude also goes to the
Head of Department, Rev. Fr. Dr. D. I. Kajo, and the readers, Dr. A. A. Idoko
and Dr. O. Adikwu for their helpful advice, guidance and support to make this
research study a successful one.
The researcher wishes to
acknowledge and appreciate the validates who validated the instrument used for
the study, Dr. I. Agbe, Dr. (Mrs). R. C. Odeh, Dr. A. A. Idoko, Dr. (Mrs). M.
Aduloju, Prof. (Mrs). A. D. E. Obinne and other intellectuals in the Department
of Educational Foundations and General Studies,
Federal University of Agriculture, Makurdi. His appreciation cannot be
complete without thanking Dr. T. H. Ekundayo of Department of Educational
Foundations and Management, Faculty of Education, Ekiti State University,
Ado-Ekiti, Nigeria.
In
a very special way, the researcher appreciates his parents, Mr and Mrs J. O.
Ogunbiyi for their financial and moral support which sustained me throughout
the duration of my study. Also, the researcher appreciates Pas. O. Aromolaran,
Mr. D. O Ogunbiyi, my sisters and brothers, B. S. Ogunbiyi, Master O. N. Ogunbiyi, B. B. Ogunbiyi, O. V. Ogunbiyi, my
friends and family members, Mr O. S. Komolafe, , Mr H. J Jacob, Engr. O. T
Alonge, B. S. Abe, Mr A. Osibeluwo, Mr G. S. Akanbi., Pastor A. Adetunji, Pastor S. T. Oyeniran. God bless
you all.
TABLE OF CONTENTS
TITLE PAGE
i
DECLARATION
ii
CERTIFICATION
iii
DEDICATION
iv
ACKNOWLEDGEMENTS v
TABLE OF CONTENTS
vi
LIST OF TABLES ix
LIST OF FIGURES
xi
ABSTRACT
xii
1.0
INTRODUCTION
1
1.1
Background of the study
1
1.2
Statement of the problem
8
1.3
Objectives of the study 9
1.4
Research questions 9
1.5
Statement of hypotheses 10
1.6
Significance of the study
11
1.7
Scope of the study
12
1.8
Definition of terms
12
2.1 LITERATURE REVIEW 13
2.2
Theoretical Framework
14
2.2.1
The Systems theory 14
2.2.2
The Stakeholders theory
15
2.3
Conceptual Framework 16
2.3.1
Schematic diagram of community participation 17
2.3.2
Concept of community
18
2.3.3
Concept of participation
19
2.3.4
Concept of administration 20
2.3.5
Concept of secondary school
22
2.3.6
Community participation in secondary school administration 24
2.3.7
Community participation in the provision of funds 28
2.3.8
Community participation in the provision of facilities 30
2.3.9
Community participation in maintenance of discipline 33
2.3.10 Community
participation in decision-making process 35
2.3.11 Community
participation in provision of personnel
39
2.3
Review of Related Empirical Studies
40
2.4
Summary of Literature Reviewed 46
3.0
METHODOLOGY
48
3.1
Research design
48
3.2
The Study area
48
3.3
Population of the study 49
3.4
Sample and sampling technique
49
3.5
Instruments of data collection
49
3.6
Validation of the instrument
50
3.7
Reliability of the instrument
51
3.8
Method of data collection
51
3.9
Data analysis techniques
51
4.0
RESULTS AND DISCUSSION
52
4.1 Results 52
4.1.1 Research question one
52
4.1.2 Research question two 52
4.1.3 Research question three 52
4.1.4 Research question four 52
4.1.5 Research question five 52
4.2 Test
of hypotheses
60
4.2.1 Hypothesis one
60
4.2.2 Hypothesis two
60
4.2.3 Hypotheses three
60
4.2.4 Hypothesis four
60
4.2.5 Hypothesis five 60
4.3 Major
findings of the study 66
4.4 Discussion of findings 68
5.0
SUMMARY, CONCLUSION AND RECOMMENDATIONS 75
5.1 Summary
75
5.2 Conclusion 76
5.3 Recommendations
76
5.4 Limitations of the study 77
5.5 Contribution to knowledge 77
5.6 Suggestions for further studies
78
REFERENCES
79
APPENDICES 84
LIST OF TABLES
Table No Title
Page
1: Mean Responses of PTA
Members, B.O.Gs and Principals on the Influence of Community Participation in
the Provision of Funds on the Administration of Public
Schools in Benue State 54
2: Mean Responses of PTA
Members, B.O.Gs and Principals on the Influence of Community Participation in the Provision of
Infrastructural Facilities on the Administration of Public Schools in Benue State 55
3: Mean Responses of PTA
Members, B.O.Gs and Principals on the Influence of Community Participation in
the Maintenance of Discipline on the Administration of Public Schools in Benue State 56
4: Mean Responses of PTA
Members, B.O.Gs and Principals on the Influence of Community Participation in
the Decision-Making Process on the Administration of Public Schools in Benue State 58
5: Mean Responses of PTA
Members, B.O.Gs and Principals on the Influence of Community Participation in the Provision of
Personnel on the Administration of Public
Schools in Benue State 59
6: ANOVA Analysis of
Significant Difference in the Mean Ratings of PTA, BOGs and Principals on the Influence
of Community Participation in the Provision of Funds on the Administration of Public Secondary Schools in Benue
State 61
7. ANOVA Analysis of Significant Difference
in the Mean Ratings of PTA, BOGs and Principals on the Influence of Community Participation
in the Provision of Infrastructural Facilities on the Administration of Public Secondary Schools in Benue State 63
8. ANOVA Analysis of
Significant Difference in the Mean Ratings of PTA, BOGs and Principals on the Influence
of Community Participation in the Maintenance of Discipline on the
Administration of Public
Secondary Schools in Benue State 64
9. ANOVA Analysis of Significant Difference in the Mean Ratings of PTA, BOGs and Principals
on the Influence of Community Participation in the Decision Making Processes on
the Administration of Public Secondary Schools in Benue State 65
10. ANOVA Analysis of Significant Difference in the Mean Ratings of PTA, BOGs and Principals
on the Influence of Community Participation in the Provision of Personnel on
the Administration of Public Secondary Schools in Benue State
67
LIST OF FIGURE
Figure No
Title
Page
1: Schematic Diagram of
Community Participation in Secondary School Administration 17
ABSTRACT
This study investigated influence of community participation on the
administration of public secondary schools in Benue State. The study focused on
community participation in provision of funds, infrastructural facilities,
maintenance of discipline, decision-making processes and provision of
personnel. The study reviews
literatures that are related to the study. The review was carried out under:
theoretical framework, conceptual framework, related empirical studies and
summary of literature review.
Five research questions and five null hypotheses guided the study. This study
used the survey research design. The population of the study was 4,536 while
the sample was 368 respondents. Multi-stage sampling technique was used to
determine the sample size of 368 respondents. The instrument for data
collection was self-structured questionnaire titled “Influence of Community
Participation on the Administration of Public Secondary Schools Questionnaire”
(ICPAPSSQ)”. Five experts validated the instrument used for the study, three in
Educational Administration and Planning, and two from Measurement and
Evaluation, all from the Department of Educational Foundations and General
Studies, University of Agriculture, Makurdi. The instrument was trial tested on
30 respondents in Buruku L.G.A of Benue state. The data collected were analyzed
using Cronbach Alpha to compute the reliability estimate and the overall
reliability coefficient of 0.77 was obtained. Mean and standard deviation were
used to answer the research questions that guided the study, while Analysis of
Variance (ANOVA) was used to test the null hypotheses formulated for the study
at 0.05 level of significance. The major finding of the study were that
communities to a great extent participate in the administration of public
secondary schools in Benue State in provision of funds, infrastructural
facilities, maintenance of discipline, decision-making processes and provision
of personnel. Findings also revealed that there is no statistically significant difference in the mean ratings of the
respondents on the influence of community participation in the administration
of public secondary schools in Benue State. Based on the findings of the study, it was recommended among others
that the school as a matter of fact should reciprocate by playing active roles
in the community such as in organizing adult educational programmes that can
help to solve community problems. Finally, conclusions were made, the
limitations of the study were highlighted and suggestions were made for further
studies.
1.0
INTRODUCTION
1.1 Background
of the Study
Secondary school education occupies a very unique position in the
educational system in Nigeria, because it is that level that determines the
academic and professional career of students. Education at secondary school
level is defined by Federal Government of Nigeria (FGN, 2004), as the form of
education children receive after primary education and before the tertiary
stage. The aim of secondary education is to prepare the individuals for useful
living within the society; and for higher education. Nigeria as a country is
faced with a lot of crises in her educational industry Ogundele (2008) in
Ijamu, (2015). These crises had been attributed to inadequate funding, poor and
irregular payment of salaries, students’ population explosion, poor teachers’
job satisfaction, and inadequate supply of educational facilities and needed equipment
for effective teaching-learning process. The result of this brings about low
quality and fallen standard of education in our secondary school system.
Due to the inability of
Government to attend to these issues, involvement of community participation in
the administration of public secondary schools becomes inevitable. According to
Bondesio (2000), influence is the ability to cause desirable and measurable
actions and outcomes. It seems that community can participate in secondary
school administration in Nigeria. Influence of community in the study refers to
the actions exerted by the communities that cause positive change and bring
about efficient and effective secondary school administration in Benue state.
In this context, the study is used to determine the influence of community
participation in the administration of public secondary school in Benue state.
The extent to which the secondary school system is able to accomplish
its objectives is determined by efficient and effective administration.
Secondary schools in the study refer to all the secondary schools that are
owned, financed and managed by the Benue State government. The school is the agent
of socialization after the home. Therefore, the school exists for the community
and the community exists and acts as clients to the school. Administration is
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. Administration is
generally defined as the process of working with and through others to
efficiently accomplish organizational goals (Aguba, 2009). In the words of Veig
(2001) in Olowe (2007), administration is a determined action taken in pursuit
of conscious purpose. It is the matching of available labour and materials in
order to gain that which is desired at the harvest cost of energy, time and
money (Famade, 2004).
The central purpose of administration in general is the coordination of
human and material resources towards the attainment of some predetermined
objectives. Administration of secondary school in this study refers to the
extent to which secondary schools achieve its goals by producing students who
have gained knowledge, who are disciplined and have developed appropriate
skills and moral value system that can make them function in the society
through effective school administration. It entails working with and through
teachers, non-teaching staff and students to get things done effectively.
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 everybody knowing and standing in
accepted relationship with one another (Amujiri, 2000).No school is situated in
an island. Every school is found in a community (Abraham, 2003). This is
because the community makes the catchment area of the school. Ngoka (2003)
observes that a community is a body of people living in the same locality and
having a common religion, race cultural and historical heritage and the
willingness to work together.
Community Participation in school administration is the process by which
communities assume responsibility for their own welfare and develop a capacity
to contribute to the development of their schools by being involved in the
decision-making processes in determining goals and pursuing issues of
importance to them (Greenwood, 2009). The author notes further that community
participation is the process by which consultation in decision making, goal
setting, teamwork and other such measures through which the community tries to
increase its members’ commitment to collective objectives is enhanced and
achieved. The community members in the study is made up of the Parent Teachers
Association (PTA), the Board of Governors (BOG), the School Based Management
Committee (SBMC), Old-Student Association, social clubs, and women Association. However, this study focuses only on
Parent Teacher Association (PTA), Board of Governors (BOG) and the school
principals.
Community involvement in schools takes the form of managing of schools
through representations of the Parent Teachers Association (PTA), Board of
Governors (BOG), School Based Management Committee (SBMC), in designing
curriculum, serving as resource persons to teach about some culture-oriented
themes, protecting and maintaining school property, supervising and monitoring pupils`
attendance at school, increasing pupils` access to basic education through
enrolment drives, motivating teachers to improve their effectiveness and
supervising pupils` studies at home. The purpose of school board is to
determine the feasibility of adopting the community involvement model for
lifelong learning. PTA, BOG, and Principal constitute part of the formal
structures of governance through which parents and the community are enabled to
participate in the education of their children.
Parent Teachers Association may be described as a voluntary organization
whose membership consists of teachers in an individual school and the parents
of the students who attend the school they support (Bagin, 2001). In terms of
composition, it is made of between six to ten executive members who are
selected at a general PTA meeting of a school involving all parents or
guardians in the community who have their children in the school. Board of
Governors on the other hand, is voluntary in nature with a legal mandate. In
both developed and developing countries and especially within the last thirty
years there has been a growing move through legislation to involve communities
in the education of their children through school governing bodies. Through
legislative reforms, school governors received a legal backing, decision-making
was devolved to school governing bodies (Wilson, 2001).The role of principal as
the educational manager is foremost in the development of positive school community
relationship (Van Velsor and Orozco, 2006). The school principal as the chief executive officer plays a vital role in
maintaining healthy relationships between the schools and the communities. They
are responsible for creating trust between the parents, communities and the
school. Supporting this, Coladric (2002) notes that the principal is
responsible for encouraging participation of the community representatives in
school activities and decision-making process.
In education, participatory decision-making is based on the idea that
active involvement of teachers, community members in school decisions will lead
to good school administration. This gesture made some community members
actively involved and they contributed meaningfully to the growth and
development of the schools ranging from the provision of infrastructural
facilities to the supply of the needed manpower (part-time staff) resources of
the schools. They also significantly contribute in the enforcement of
discipline in such schools, among others. Onyene (2006) carried out a study on
community participation in secondary school administration and found that
communities do actively participate in secondary school administration through
funding of school projects. Ogbonnaya (2000), described fund as a sum of money
made available for a particular purpose. This fund could be physical cash,
credit facilities, discounts received different expenses and distributed
profits. Okpala (2003) reports that community through parents' teachers
association (
Communities assist in the provision of 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 educational endowment funds, construction of new
buildings, provision of reading materials, repairs and maintenance of existing
structures and provision of necessary social amenities (Ofougwuka, 2005).
Ofougwuka maintained further that communities also carry out fencing of the
school compound and provisions of public conveniences such as toilet in the
school. In the view of Harb and El-shaarawi (2006), communities under the
umbrella of Parents Teachers Association (P.T.A) provide classroom, laboratory
and office blocks adequately.
Also, community through the Parent Teachers Association and Board of
Governors renders enormous functions which include maintenance of discipline in
the school (Ugwu, 2000). In the study of Udensi (2003) on community
participation in secondary school administration in Lagos State, it was
discovered that community assisted in the maintenance of discipline in schools.
Discipline is important for the maintenance of an effective learning situation
in the school and it needs a high involvement of community. Shamrock (2002)
argues that there is need for school to maintain close contact with parents in
the community to identify the overall problems of the child at home and at
school. This indicates that the interaction of school and community are very
important for maintaining discipline in the school as this will enhance
secondary schools administration. But the question is, do communities where
schools are situated participate in maintenance of discipline in public
secondary school administration in Benue state? This is one of the questions
the researcher wants to find out.
The community where the school is situated forms a focus point of
getting involved in decision-making process in the school. Decision making is
the process of defining problems, generating alternative solution, choosing one
alternative, and implementing it (Holt, 2004). The school principal, PTAs, BOGs
and elected community representatives together make decision on the total
educational program for their schools. These stakeholders shared
decision-making programme and controls this own budgets to focus on curriculum
and programme planning, collegial decision-making and strategic planning
(Donald, 2005). There is need for
communities to be carried along by secondary school principals in the
decision-making process in public secondary schools in Benue state. This will
enhance and strengthening school-community relation to make the communities
have sense of belonging and this will aid effective school administration. The
researcher therefore wants to find out the influence of community participation
in the decision-making processes in public secondary school administration in
Benue state to determine the extent of their involvement.
Community also provides security to safeguard
the school plant for effective administration of government secondary schools
in Nigeria. Communities usually make necessary contributions towards the growth of
the school by providing personnel who offers security services, serve as
messengers and help in the maintenance of school plant in order for facilities
to retain it aesthetics (Grander, 2006). Ugwuanyi (2013) carried out a study on
community participation in the administration of secondary schools in Nsukka
Education Zone of Enugu State and report that communities do actively
participate in the provision of personnel. Whawo (2002) opines that the schools
cannot do the job alone and parents cannot delegate their responsibility for
guiding their children. All existing link such as the Parent Teachers
Association, Old Students Association and community Association are valuable.
Frankly speaking, providing personnel such as auxiliary staff for public
secondary schools within a community is one of the major roles of the community
to the schools in their locality. Because, the school exists for the community
and community exists for school. Therefore, there is need to examine the
influence of community participation on the administration of public secondary
school in Benue state and to determine the extent of their participation.
Many public secondary schools in Benue state lack adequate material
resources for development and maintenance of the existing facilities such as
classroom blocks, classroom chairs and tables, laboratories among others as
noted by Ijamu (2015). Some of the students learn under shade of tree,
(especially in the rural areas) and where there are classroom blocks, one
discovers that most of their roofs are blown off by rain storm, other schools
have potholes in the greater portion of the classroom begging for repairs or
renovation. Worst still, a greater percentage of the students sit and write on
the bare floor for insufficient classroom seat and desk. This situation
doubtless, cannot promote students learning ability and subsequently better
performance in their class work including examination.
In this era of economics recession and globalization, the government or
the school administrators cannot manage schools alone, there is therefore the
need for community to participate in the administration of government secondary
schools in Benue state. This is because the administration of schools has
become very difficult with its unique problems as posited by Obi (2003).
According to Obi this problems range from such areas like increase in cost of
education, technological influence, explosive students’ enrolment, and
school-community conflicts and staff and students indiscipline among others.(Ijamu,
2015), who carried out a study on the appraisal of community participation in
the administration of public secondary schools in education zone “C” area of
Benue State, ascertained that community participation in the administration of
secondary schools has been very minimal, these include providing
infrastructural facilities, provision of games facilities and maintenance,
build classrooms, laboratory buildings and office blocks, equipping the laboratories
and library with needed materials, provision of computer and its accessory,
providing electricity, generator for school use, building quarters for the
school staff and in maintenance of discipline.
Generally in Nigeria, Olaitan (2001) notes that the community plays
vital role in taking part in the decision making of the school in order to know
exactly how the school is being managed and operated since their children are
there to bring glory home. Abdulkareem (2011) observes that before and shortly
after independence in Nigeria, schools were adequately funded while available
physical facilities were sufficient for staff and students, but, presently due
to some numerous challenges in the Nigerian education sector, it becomes
paramount for communities to participate in the administration of secondary
schools to assist in solving their problems. In the light of the above, there
is the need to critically examine the influence of community participation on
the administration of public secondary schools in Benue state.
1.2
Statement of the Problem
Administration of secondary schools
in Nigeria is becoming very tedious for principals due to lack of materials,
non-payment of teachers’ salaries on time, over-crowded classrooms; explosion
in students enrolment, truancy and lack of discipline on the part of the
students, non-provision of teaching equipment for science and technical
subjects in schools and motivational problems among others. These problems could
cause a non-challant attitude on the part of the teachers in carrying out their
primary assignment in the school which is teaching. As a result of this,
quality education is sacrificed and standard fall. These problems have become a
recurring decimal in the history of Nigerian education as noted by Ijamu,
(2015).
Government sometimes provides these
needs, but they are grossly inadequate in supply. (Ugwuanyi, 2013) notes that
government alone cannot solve all the problems of school administration. Since
government could not solve the aforementioned problems, could community
participation in the administration of public secondary schools alleviate these
problems? The problem of the study therefore is to examine the influence of
community participation on the administration of public secondary schools in
Benue state.
1.3
Objective of the Study
This study examined the influence of
community participation on the administration of government secondary schools
in Benue state. Specifically, the study sought to:
- determine the influence of
community participation in the provision of funds on the administration of
public secondary schools in Benue state.
- examine the influence of
community participation in the provision of infrastructural facilities on
the administration of public secondary schools in Benue state.
- find
out the influence of community participation in the maintenance of
discipline on the administration of public secondary schools in Benue
state.
- ascertain the influence of
community participation in decision-making on the administration of public
secondary schools in Benue state.
- determine the influence of
community participation in the provision of personnel on the
administration of public secondary schools in Benue state.
1.4 Research
Questions
The following research questions guided the study.
- What are the mean ratings of
PTA, BOGs and Principals on the influence of community participation in
the provision of funds on the administration of public secondary schools
in Benue state?
- What are the mean ratings of
PTA, BOGs and Principals on the influence of community participation in
the provision of infrastructural facilities on the administration of
public secondary schools in Benue state?
- What are the mean ratings of
PTA, BOGs and Principals on the influence of community participation in
maintenance of discipline on the administration of public secondary
schools in Benue state?
- What
are the mean ratings of PTA, BOGs and Principals on the influence of
community participation in decision-making on the administration of public
secondary schools in Benue state?
- What
are the mean ratings of PTA, BOGs and Principals on the influence of
community participation in the provision of personnel on the
administration of public secondary schools in Benue state?
1.5 Statement
of Hypotheses
The following null hypotheses were
formulated and were tested at 0.05 level of significance:
- There is no significant
difference in the mean ratings of PTA, BOGs and principals on the
influence of community participation in the provision of funds on the
administration of public secondary schools in Benue State.
- There is no significant
difference in the mean ratings of PTA, BOGs and principals on the
influence of community participation in the provision of infrastructural
facilities on the administration of public secondary schools in Benue
State.
- There is no significant
difference in the mean ratings of PTA, BOGs and principals on the
influence of community participation in the maintenance of discipline on
the administration of public secondary schools in Benue State.
- There is no significant
difference in the mean ratings of PTA, BOGs and principals on the
influence of community participation in decision making on the
administration of public secondary schools in Benue State.
- There is no significant
difference in the mean ratings of PTA, BOGs and principals on the
influence of community participation in the provision of personnel on the
administration of public secondary schools in Benue State.
1.6
Significance of the Study
The findings of this study will be
of great importance to the following education stakeholders, the Principals,
teachers, parents and guardians, students, Ministry of Education, Parent
Teachers Association, Board of Governors (BOG), School Base Management
Committee (SBMC), Government 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 them to solicit assistance and active role of the community in various
school programmes. The teachers will also benefit from the study as they enjoy
good working relationship from their host community.
The community which is made up of
the parents and guardians of the students will also find this study significant
because it will aid them to understand and appreciate their responsibilities
towards the provision and maintenance of school plant in order to facilitate
learning by the appreciation and rewards received from the school. The students
will benefit from the information generated by this study as it will expose
them to the roles community has to play in fostering their education in the
society such as provision of well-equipped school library, provision of instructional
materials like chalk board, chalk, textbooks, etc. which will aid them to learn
effectively.
The Ministry of Education will
utilize the result for effective planning and implementation of various
educational policies and programmes. The study will also facilitate or promote
effective school community relationship and be useful to the Board of Governors
and SBMC. The findings of this study will also provide information to the state
government on the extent to which communities are involved in the development
of the state through their effective participation in the administration of
secondary schools. Finally, the findings of this study may also serve as a
source of information for future researchers in the area. This work can be
accessed through publications and seminars.
1.7 Scope of
the Study
The content area of the focuses on
community participation in provision of funds, infrastructural facilities,
personnel, maintenance of discipline and decision-making processes on the
administration of public secondary schools in Benue state. The study covered
two hundred and sixteen (216) public secondary schools in nine Local Government
Areas from the three Education Zones of Benue State. The Local Governments include
Kastina/Ala, Logo, Ushongo, Gwer-East, Makurdi, Gboko, Ogbadibo, Otukpo and Oju
Local Government Area.The study was carried out among the members of Parents
Teachers Association (PTA), Board of Governors (BOGs) and principals of public
secondary schools in Benue State.
1.8
Definition of Terms:
The following terms are used in the context
of this study and defined accordingly:
Influence: in this
context influence means how far the members of the community have been
contributing in the affairs of public secondary school administration as
regards to provision of funds, infrastructural facilities, maintenance of
discipline, decision-making processes and provision of personnel.
Community: community
is a body of people living in the same locality and having a common cultural
and historical heritage and the willingness to live together.
Community
Participation: in this context community participation in school
administration is the involvement of the community to achieve educational goals
and objectives.
Administration:
administration
in this context means planning, organizing, staffing, coordinating controlling,
directing and uniting people’s effort to achieve educational goals and
objectives.
Public
Secondary Schools: Public secondary schools in this context include secondary
schools that are owned, finance and sponsored by the Benue state government.
2.0
LITERATURE REVIEW
This section reviews the literatures
that are related to the study. The review is carried out under: the theoretical
framework, conceptual framework, related empirical studies and summary of
literature review.
2.4
Theoretical
Framework
2.4.1
The Systems theory
2.4.2
The Stakeholders
theory
2.5
Conceptual
Framework
2.5.1
Schematic diagram of community participation in
secondary school administration
2.5.2
Concept of community
2.5.3
Concept of participation
2.5.4
Concept of administration
2.5.5
Concept of secondary school
2.5.6
Community participate in school administration
2.5.7
Community participation in the provision of funds
2.5.8
Community participation in the provision of facilities
2.5.9
Community participation in maintenance of discipline
2.5.10 Community participation
in decision-making process
2.5.11 Community participation
in provision of personnel
2.5
Review of related empirical studies
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