University of Nigeria Research Publications

A

utho

r

NNEBEDUM, Chikaora Raphael

PG/M.Ed/04/35512

Title

Improving School-Community Relations for Effective Management of Public Secondary

Schools in Awgu Education Zone

Facu

lty

Education

Dep

artm

ent

Educational Foundations

Dat

e

June, 2007

Sign

atur

e

1

TITLE PAGE

IMPROVING SCHOO1,-COMMUNITY KEL,ATIONS FOR EFFECTIVE

MANAGEMENT OF PUBLIC SECONDARY SCHOOLS IN AWGU

EDUCATION ZONE

A RESEARCH PROJECT PRESENTED TO THE DEPARTMENT OF

EDUCATIONAL FOUNDATIONS @

UNIVERSITY OF NIGERIA, NSUKKA

NNEBEDUM, CHIKAORA RAPHAEL ( REV.)

PG/ MED/04/3 5 5 12 '

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR

THE AWARD OF MASTER'S DEGREE IN EDUCATIONAL

ADMINISTRATION AND PLANNING

JUNE, 2007

APPROVAL PAGE

This thesis has approved for the Department of Educational Foundations, University of Nigeria, Nsukka.

Dr.:'c, u,. ON;\;U~IAH SUPERVISOR

Dr. J.C. Omeje INTERNAL EXAMINER

- Prof. b .* Dean, Faculty f Education

CERTIFICATION ii i

This is to certify that Nnebedum, Chikaora Raphael, is a post-graduate

student of the department of educational foundations with registration for the

course and research in education.

The work embodied in this thesis is original and has not been submitted

in part or full for any other diploma or degree of this or any other university.

Dr. Mrs. C.U. Onwurah

Supervisor

Nnebedum, Chikaora R. (Rev.)

Student

DEDICATION

TO:

My beloved wife - Mrs. Chikaodili 0. Nnebedum; and my children,

Okechukwu Emmanuel and Ugochukwu Isaac.

v ACKNOWLEDGEDGEMENTS

I am most grateful to God Almighty for taking perfect control of all that

was involved from the beginning to the final stage of this work.

I am particularly grateful to my project supervisor or Dr. Mrs. C. U.

Onwurah for her invaluable inputs, patience, commitment and guidance in

supervising this project. My sincere thanks go to Ven. Prof., Chinedu Nebo, the

V .C. of the University of Nigeria, Nsukka, the former Dean of Faculty of

Education, Rev . Fr. Prof F. N. Akubue, and the H. 0. D., Educational

foundations, Prof. Uche Azikwe for their efforts towards the success of this

work. b

I also appreciate Prof. S.A. Ezeudu, Prof. Nelsori Ogbonnaya and Dr. Mrs

.A.I. Oboegbulem for their assistance in validating the instrument for the study.

I remain grateful to Dr. P. C. Enemuo, Dr. J.C. Omeje and Dr. Mrs. J.O.

Chukwu whose many activities and interest have contributed significantly to the

completion of this project.

My appreciation goes to the Anglican Bishop of Enugu Diocese, Rt. Rev.

Dr. E.O. Chukwuma, and also to my Bishop, The Rt. Rev. Sosthenes I. Eze

(Anglican Bishop of Enugu North Diocese) for their support and

encouragement to further my education.

Finally, I am indebted to my beloved wife, Chikaodili and my Children,

Okechukwu and Ugochukwu, and my dear mother Mrs. Felicia Nnebedum

whose love, patience and prayer are of great help to me.

Chikaora Nnebedum (Rev.)

June, 2007

TABLE OF CONTENTS

Title page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Approval . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Certification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dedication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Table of contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . List of tables.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Abstract. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . . , , . . . . , , . . . . . , . . . . . . , , . . .

1

. . 11

... 111

i v

v

v i ...

V l l l

ix

CHAPTER ONE : INTRODUCTION + Background of the Study ....... ....... .... .. ..... . ... . . . .. .. Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Purpose of the Study.. . . . . . . . . . . . . . . . . .. . . . . . . . . . . , , , . . . . . . . 6

Significance of the Study.. . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .. . . .. 6

Scope of the Study.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 8

Research Questions.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

CHAPTER TWO : LITERATURE REVIEW

Theoretical / Conceptual Framework

Human Relation Theory . . . . . . . . . . . . . . . . . . . . . . . . . . .: . . . . . . . . . . 10

The Concept of School Community Relations.. . . . . . . . . . . '

1 1

The Objectives,, of School - Community Relations . . . . . . 13

Rationale for School - Community Relations . . . . . . . . . . . . . 15

Factors that hinder good School - Community Relations.. . 17

Strategies for Improving School- Community Relations . . . 18

Review of Empirical Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1

Summary of the Literature Review , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

CHAPTER THREE: RESEARCH METHOD

............................................... Design of the Study

................................................. Area of the Study

........................................... PopuIation of the Study

.................................. Sample and Sample Technique

.................................. Instrument for Data Collection

.................................... Validation of the Instrument

................................... Reliability of the Instrument.,

................................... Method of the Data Collection

......................................... Method of Data Analysis

CHAPTER FOUR: PRESENTATION OF RESULTS

........................................... Research Question One

Research Question Two ..........................................

................................................... Hypothesis One

................................................... Hypothesis Two

............................................... Summary of Results

CHAPTER FIVE: DISCUSSION OF RESULTS. IMPLICATIONS AND

RECOMMENDATION

Discussion of Finding ........................................... 37

........................ Implications of the Research Findings 39

............................................... Recommendations 41

Limitations of the Study ......................................... 42

Suggestions for Further Research .............................. 43

Summary and Conclusion ....................................... 43

REFERENCES

APPENDICES

. . . V l l l

LIST OF TABLES

Table Page

1. Tabular presentation of the secondary school principals and parents

teachers association (P.T.A) chairrnenlpersons mean ratings on the

factors that hinder good school - community relations in secondary

school in Awgu education zone.

2. Table showing mean ratings of the principals and P. T. A.

chairmenlpersons on strategies for improving school - community

relations for effective management of secondary schools in the zo'ne.

3. Table showing the t- test analysis of the difference between the mean

scores of the principals and P.T.A. chairmen/persons of the secondary

schools with regard to factors that hinder good school- community

relations in Awgu education zone

4. Table presentation of the t-test analysis of the difference between the

mean scores of the respondents with regard to strategies for improving

school - community relations for effective management of public

secondary school in the zone.

'l'hc I'u~.posc ol' the study was to investigate stratcgics fix impsoving school- con~munity relations for ci'l'ective manageincnt of sccondary school in Awgu l%lucation Zone of Enugu state. Two rcsearch questions and two null hypotl~cscs guidcd the study. The instrumcnt for data collcction was a rcscarcllcr- dcvcloped structured qucstionnairc. A purposive samplc ol' liliy -- three principals and 53 parents teachers association (P.T.A.) cl~airmcn /I'erso~~s of all tlic 53 secondary scl~ools in the zone was uscd. The rcsearch questions wesc answered using mean score, while the hypotl~meswerc tested using t- tcst statistics at thc 0.05 lcvel of significance. 'fhe sti~tly showcd that co~nmu~lication gap bctwecn thc principal and thc mcmbcrs ol' the co~nmunity, disciplinary problen~s among staff and students, in activc/unproductivc P.'I'.A., inadcquatc linancial and material supports to the school 1i-0111 the community, and irregular payment of salarics / allowances by thc govcrnmcnt WIT I'actors that hindcr school-com~nunity relations. The results cclually revcalcd that linlting iinlilies with school ~ ~ r r i ~ i i l ~ i n by giving the studcnt homc wosk through the school, ensuring that proper comments are made in the students' performr~ncc reports by the school, rendering linancial assistance to tllc sc11ool for extra mural classes by the community, regular 1'. '1'. A. ~ncctings, encouraging game by donating trophies for sport compctitions by the community, giving scholarship award to the study by the community, principal identifying with the social life of the community, and improving conditions of scsvicc of staff by prompt payment of salarics and allowances by the government, ctc. were somc of the effective strategies for improving school- community relations for effective school management. It was Sound that thcrc was no significant difference bctween the mean ratings of the principals and P.T.A. chairn~en/persons regarding thcir views on thc stratcgics li)r improving sc11ool-co111111~r~ity ~.clations for cKcctive managcmcnt ol' thc schools. 13asctl o n thc lindings oS the study, reco~ninendations were madc.

CHAPTER ONE

INTRODUCTION

Background of the Study

Education seems to be an activity which involves the co-operation of school

staff, parents, children and community as a whole. The dependence of school on

the community makes it difficult for the school or its professional staff to function

effectively without the support of the community. The school derives its existence

and life blood from the community (Mgbodile, 1986). The community establishes

new schools and also assists in equipping the schools with necessary infrastructure.

While the school in turn, provides the learning facilities for the educatibn of the

members of the community. The management of public secondary schools can

fbnction effectively with a good school-community relationship. Hence, this study

focuses on improving school-community relations for effective management of

public secondary schools in Awgu education zone.

School-community relation is the degree of understanding and goodwill

existing between the school and the community (Oboegbulem, 2004). This

relationship portrays the variations, needs, aspirations and values of the community

which the school administrator should know for effective school management, and

for achievement of goals of secondary education. Schools are social institutions

that develop in the child certain skills, abilities and attitudes which improve the

quality of life in the community. The community here is referred to as a small

localized, political, social unit whose members share common values; hamlets,

villages and towns are often considered as communities. The school and the

community are two institutions that are inseparable, since the community provides

the students that the school trains. School- community relations serve to achieve

the goals of education in a community. The relationship of the school with the

community it serves has been an issue of major significance in the management of

secondary education. Management here is referred as the organization and

mobilization of all human and material resources in a particular system for

achieving identified objectives in the system (Adesina, 1990). Good school-

community relations will help school in establishing a link with its community so

as to exchange ideas and information in order to bring better understanding

between the school and its community.

Good school-community relations existed at the time Christian mission

managed the schools. The communities beyond the supply of free labour in

building of school structures and provision of other school facilities made financial

contributions to the schools. They felt as part owners of the schools they built

through their membership to school committee and parents teachers association

(PTA). These bodies influenced the local communities to contribute to the upkeep

of the schools. A parent teacher association according to the Anambra State

Regulation for the PYA section 18 (sub-sec. 6 ) is a voluntary and welfare

association of parents 1 guardians of children of particular school with the teachers

who teach in that school as members. Parents teachers association (P.T.A) was

founded in 1897 by Alice Birney and Phoebe Hirst as National Congress of

Mothers and later changed to Congress of Parents in 1924 (Woods, 1964). The

purpose of P.T.A. then was to educate mothers, later parents to assist in education

of their children. It later grew and shifted emphasis from this to operation of the

home to school for the education of the child. The role of P.T.A was to provide a

bridge between the h o i ~ x and the school (ECS, 1975). P.T.A. assist the Board of

Governors in promoting cordial relationship between the school and community,

giving moral and material support to the school, levy sums of money from among

its members for specific projects they will embark in the school.

Before the Nigerian civil war in 1966 and immediately after the government

take-over of schools in 1970, the challenge posed by the decreasing expansion in

educational facilities in 1he face of rising demand for education made communities

venture into the busincw of establishing new schools especially at the secondary

education level (Ukeje 1986). Groups of individuals or communities organized

themselves to build schools in their areas. The establishment of secondaiy schools

was regarded as part of community development projects. At that period it was not

unusual to find a symbiotic relationship existing between a school and its

community. Nigerian education then, was not related to the needs of the

community. Graduates of the colonial system of education were best suited for

certain jobs like preaching, secretarial and were employed as clerks and

interpreters by the colonial government (Ani 1990). But in 1977, an educational

policy-the 6-3-3-4 system of education was formulated. This system is capable of

making education more effective and efficient in responding to the needs of the

community.

It is vital for both the school and the community to exist in cordial

atmosphere of mutual relationship to achieve the goal of secondary education.

Secondary education is the education children receive afier primary education and

before the tertiary stage (National Policy on Education, 2004). It stipulates that the

broad goals of secondary education shall be to prepare the individual for usehl

living within the society, and higher education. The principals and teachers of

secondary schools need good school-community relations for effective school

management in order to achieve the goals of secondary education in the

community. The school staff should be involved in school-community relations

related programmes like students home-visiting, parents teachers conferences and

be devoted to duty as to ensure cordial relationship between the school and

community. Some school staff come to school late often, and may attend to school

irregularly. This type of behaviour falls short of the expectation of the employer,

students arid the community; and it does not build good school-community

relations. Public secondary schools appear to be missing their students whose

parents and guardians show a lot of concern about their progress and welfare by

taking them out of these schools and getting them enrolled into missionlprivate

schools. This could be as a result of poor school-community relations. Some

people have gone to the extent of regarding the public secondary schools as a

dumping ground for the poor (Onah, 2004). Secondary education programme has

a very good plan, but how effective the management will be, should be determined

by the type of school-community relations that exists; though school-community

relations neither occur by chance, nor are they guaranteed; they require good

school management that can use them to achieve the goals and policies of

secondary education in responding to the aspirations, values and needs of the

community.

During the civil war school buildings in the state were badly battere8 by the

war; secondary schools were in urgent need of rehabilitation and reconstruction,

that communities rallied round and provided basic requirements needed for school

to open after the end of hostilities. They also built new schools. When the

government took over the management of the secondary schools in 1970 on the

ground that the government is ultimately answerable to the people for a matter

which so vitally affects their lives and future well being; and government also has

the means, the resources and the power to carry out its policy on education in order

to meet the goals and aspirations of the people (Okelte, 1993), the communities

-- became less motivated to build new schools or provide what existing schools

needed as they left their roles to the government. This results in progressive

deterioration of school-community relations.

School-community relations can dictate the tone of the school by

contributing to the smooth running of the school through the sharing of

information and resources between the school and community. Principals manage

the school with the community in which the school is situated through the parents

teachers association. But the fear of financial commitments to school through

P.T.A. or school committee memberships has resulted in nonchalant attitude of

members of the community to these bodies. Secondary schools and communities

in Awgu education zone have not taken into cognizance, the relevance of working

in co-operative relationship for effective management of secandaiy schools.

Various communities in the zone cannot play considerable part in financing and

. managing public secondary schools and the objectives of secondary education are

not fully achieved. It is against this background that this study becomes necessary

to find out strategies for improving school-community relations for effective

management of secondary schools in Awgu education zone.

Statement of the Problem

One of the challenges in public secondary schools is to improve 'school-

community relations for effective school management. School-community

relations should be symbiotic (Onwurah, 2004). The P.T.A assists the school

management in ensuring cordial relationship between the school and the

community. The fear of P.T.A. emphasis on find raising rather than school-

community relations has made members of the community nonchalant to P.T.A.

with poor human relations, inactive P.T.A. and disciplinary problems as the results.

Communities in ' A W ~ U education zone have not met some of the vital needs

of their schools like erection of new school buildings, provision of equipment and

other facilities in the face of dilapidated ones which become difficult for the

government alone to provide due to the type of school-community relations that

exists. Public secondary schools are by this condition regarded as dumping ground

for the poor and less privileged (Onah, 2004).

The lack of authentic research work on the area suggests absence of strategy,

which is not good for the attainment of the effective management of public

secondary schools. Therefore, improving school-community relations will be

relevant for effective school management. The question then is what strategies can

be adopted to improve school-community relations for effective management of

secondary school in Agwu education zone.

Purpose of the Study

The main purpose of the study is to identify strategies for improving

school-community relations for effective management of public secondary schools

in Awgu education zone of Enugu State.

Specifically the study seeks to:

1. find out factors that hinder good school-community relations in secondary

schools in Awgu education zone.

2. determine strategies for improving school-community relations in public

secondary schools in the zone

Significance of the Study

School-community relation is very crucial in the school management because it

makes for an effective school administration and management. School-community

relation is of great benefit to the school and the community. The findings of this

study will be of benefit to the principals, teachers, non tutorial, students,

parentslmembers of the community, educational planners, curriculum experts,

educators, government and management of missionlprivate secondary school

because it will expose the problems of poor school-community relations and then

present ways of dealing with them for effective school management.

For the principals, teachers, community/parents, the results of this study will

assist them to work in cordial atmosphere of mutual co-operation in the way that

the school can provide learning facilities to the community and the community in

the other hand gives financial and material supports to the school thereby

achieving the goals of secondary education. It will help conscientious principals to

be more effective in the management of secondary schools because by this study

they will know what to do as to attract community participation in the smooth

running of secondary schools. Principals and teachers will equally be assisted to

meet up with behaviour expectations in maintaining cordial working relations

because when good school-community relations is achieved and sustained, they

will be more productive in their schools and that will hold the attraction of the

community to the school for overall progress of the school. For communities, the

study will help to motivate their effort in assisting secondary schools in areas of

infrastructures, human and material resources.

The results of this study will help educational administrators/planners and

curriculum experts and subject specialists to come up with educational programme

and curriculum that are co-operatively planned and developed so as to fieet the

needs and aspirations of the people. The study will help in mapping out seminar

programme for educational administrators and planners and in that way they can

plan effectively for professional development of the principals through

workshop/seminars. The study will also assist the educational administrator in the

implementation of the programme/policies of the school since the study afford

them insight into school-community relations activities that will help them to

partner with the community for easy implementation of school programmes.

For students/researchers and educators, the findings will help them

understand school-community relations as a way of creating conducive atmosphere

for effective teaching and learning and they will participate actively in activities

that can bring about a good school-community relationship in the zone. The study

will benefit researchers since it will serve as a stepping-stone to any person who

may want to carry out research study on a related issue. The findings will help

educators to arouse the interest of the communities in giving supports to their

schools on the realization of the fact that all the segments of a given community

benefit from the school.

The findings will motivate government efforts toward providing more of

what school needed for achievement of the goals of secondary education because it

will expose the roles that government has to play to ensure a good school-

community relationship. The proprietors and staff of other secondary schools-

privatelmission schools other than the governments will benefit by this research

work because it will assist them in relating their own school programmes to the

needs of the community.

Scope of the Study

The study focuses on school-community relations for effective management

of secondary schools; factors that hinder good school-community relations and

strategies for improving school-community relations in secondary schools jn Awgu

education zone.

This study covers the public secondary schools in the education zone which

includes: Awgu L.G.A., Aninri, Mbanabo North, Mbanabo South Development

Centers, Oji River L.G.A. Oji River South and Mmam River Development Centers

of Enugu State.

Research Questions

The following research questions guide the study.

1. What are the factors that hinder good school-community reIations in

secondary schools in Awgu education zone.

2. What strategies can be adopted for improving school-community

relations for effective school management?

Hypotheses

The following null hypotheses are tested at the 0.05 level of significance.

1. There is no significant difference (Pc0.05) between the mean ratings

of the principals of public secondary schools and P.T.A

chairmen/persons with regard to factors that hinder school-community

relations in Awgu education zone.

9

2. There is no'significant difference (Pc0.05) between the mean ratings

of the principals of post-primary schools and P.T.A chairmen/persons

with regard to strategies for improving school-community relations

for effective management of secondary schools in the zone

CHAPTER TWO

REVIEW OF LITERATURE

The literature review for this study is organized under the following sub-

headings:

1. Theoretical 1 conceptual framework.

Human relation theory

The concept of school - community relations

The objectives of school -community relations

Rationale for school - community relations

Factors that hinder good school - community relations

Strategies for improving school-community relations

2. Review of empirical studies.

Summary of the literature review

Human Relation Theory

School-community relation is very important aspect of school management.

School management needs theory that serves as a guide for action. For instance,

theory on human relations can guide school principals in their management

functions.

The human relations theory according to Follett (1920) in Enyi (2004)

recognizes the importance of human factor in the achievement of organizational

goals. The idea is that individuals have the motivation to perform when they are

treated well. With the human relations theorists, the focus is on people and how

they interact. School administrator should by this theory build a dynamic inter-

personal relationship through delegating functions to teachers and maintaining

open-door policy with the staff and students, etc. The principal is in the most

advantageous position to provide the needed leadership in the management of the

scl~ools. Hc should maintain good relationship between the school and the

community by involving all members of the school community in the decision -

making process. This is in line with the concept of democratic leadership which

has its basis on the human relations theory. This theory emphasizes that motivation

of workers can be achieved by encouraging their sense of achievement and

recognize their personal values other than economic rewards. Follett was

concerned with the human problems encountered in organizations, and therefore

concluded that such problems can only be minimized when there is co-operation

among the workers. She therefore emphasized co-ordination as the basis of any

organization effectiveness. This may be true to the school management when there

are co-operative relationships and co-ordination between the school and the

community. Follett believed that industries, schools and groups have problem of

building and maintaining good relationship among various individuals in an

organization. Lane (1958) in Aje (2003) observed that it is not possible to teach by

coercion, goodwill of the people is essential. It becomes imperative and essential

that efforts should be geared towards effective human relations among the school

principals, staff, students and members of the community especially in Awgu

education zone. Therefore, human relations should be seen as a collective

responsibility of both the principals, teachers, students and the community. It is

good human relations that the school-community relations seek to achieve.

Concept of School-Community Relations

School is a social institution designed to work in active close, continuous,

mutual relationship with the community it serves. No school can operate in a

vacuum without the community it serves. Oboegbulem (2004:183) defined a

community as, "a body of people living in the same locality and having a common

cultural and historical heritage and the willingness to work together". The a . definition implies that people in a community are bound to one another, have

common interest and work together for a common goal. Coinillunity as noted by

Enyi (1996) means a local grouping in which people carry out activities connected

with education in the area. Continuing, he noted that the term can be used to rcfer

to the various ad-hoc grouping of individuals and organized community bodies

within a village or town engaged in the provision of education. Such group he

continued may include village development associations, age-group associations,

social clubs, trade unions, women associations, parents teachers associations

. (PTA), board of education, old students association, churches and abroad meetings.

From the fore-going, one can then define school-community relations, as

collaborative efforts of the school and community in working togetkr in an

atmosphere of mutual participation to achieve the purpose of education in the

community. Various experts have tried and attempted to define school-community

relations. Bortner (1972) points out, that school - con~munity relations is a service

of planned activities and media through which school seeks:

1. to learn about their community

2. to inform the community and interpret when necessary, the

purpose, programmes, problems and needs of the schools.

3, to involve the community in planning and evaluating

schools policies and progress.

School - community relations is the degree of understanding and goodwill

existing between the school and the comrilunity (Oboegbulem, 2004). It is

important to note that school community relations bring about a better

understanding between teacher and parents of what children are. It also brings

about a better understanding between parents and teachers of the importance of

good education. School principals aim at effective school management through

good school-community relations. The effective school management in the context

of the study means the ability to bring about the intended result of managing the

public secondary schools in Awgu education zone. Critical assessment of various

views shows that there is no conflict in the concepts of school-community

.relations. Improvement in school community relations will be to the mutual

benefit of both the school and the community for effective school management.

The Objective of School-Community Relations

School-community relations like good teaching should have well defined

objectives. Bosah and Eneasator (1996) noted that objectives are targets in view:

they are ends towards which actions are geared. A consensus of purpose of school-

community relations according to Ezeocha (1985: 166) is listed as follows:

1. to quicken the sense of responsibility in all citizens for b

thoughtful participation in school affairs.

2. to keep the people informed concerning the purpose,

accomplishments, conditions and needs of the school.

3. to show the public that they are really getting full value

for their money.

4. to provide an agency whereby the public may know and

support the vital issue of education.

5. to develop and co-ordinate school activities with

community activities in order to bring the school, the

home and the community closer together to further ideals

of a good society.

6. to improve the partnership concept through parental

participation, etc.

The afore-listed points show that the school and community have complementary

roles to play. The learners move between home and school and at the same time

carry with them ideas, behaviour patterns and experiences characteristics of both

school and home. Most students come from households in which almost all the

parents and care-givers leave their homes for work and such families may be

looking to schools for assistance with child-care, after school programmes and

assistance with home work. So learning is a shared responsibility of both the

school and community. The schools are the community centers that offer

educational, social and recreational activities to community. On the other hand,

community should give moral and material support to the school. Good school-

community relations aim at making school and coinmunity play their roles and

share in the use of their facilities to ensure effective management of secondary

school. This relationship will help to improve the life of the school. Shields

(1994) opined that vision of school improvement compels one to create a new

conception on the appropriate relationship between the school and its com~hunity.

Hagman as cited in Ezeocha (1990) postulated six major purposes in ,

contemporary school and public relations. These are:

1. to gain financial support for the educational programme

and its objectives

2. to make account to the public of the stewardship

accorded to the school trustees and the professional staff.

3. to advance the educational programme.

4. to promote the partnership concept between the school

and other educative agencies in the communities.

5 . to improve the communities and to establish educational

leadership for improving school programmes.

Principals should know that the responsibility of establishing good school-

community relation lies with them as school leaders. Hooper (2001) noted that

leaders should know that good relationships with their co~nnlunities neither happen

by accident nor are they guaranteed; they take strategic planning and sustained

efforts to succeed. In the light of Ezeocha (1990) a school administrator who is

genuinely interested in the progress of the school within the community requires

good relationship. Therefore, there is no gain saying the fact that the principals

should brace up in their various leadership qualities to adopt strategies for

improving school-community relations as this is the objective of school-

community relations.

Rationale for School-Community Relations

The rationale for school-community relations is to ensure the smooth

running of the school affairs through the activities of both the school and the

community. School-community relations based upon clear, empathetic, respectful

communication are an integral component of the supportive school environment.

Ezeocha (1990) observed that the school and the community are two injeparable

institutions of man. The school and community should work together to provide a

forums for discussion about learning and community partnership as this can .

provide opportunity to create ideas and resolve concerns constructively; and that is

what the school-community relations stand for.

Ukeje, Akabogu and Ndu (1992) very succinctly articulated the school-

community relations. According to them, since the colnmunity and the school

collectively influence and shape the behaviour of the youths, they should realize

the need for co-operation and mutual understanding. It is important to note that

opportunities should be created for the two parties to exchange views on policies,

and agenda. This can be done through special publications, bulletins, reports,

parents teachers conferences and association, old students' association, and board .

of governor, etc. The community can be invited to graduation ceremony, sports

days and other occasions as they provide opportunities for the school to

communicate to the community more information about the school's life and

progress. This will enable the community to participate in the school's decision-

making. The community will give full support to decisions and programmes when

they are involved in making them. This will help to ensure effective management

of secondary schools. Nnodem (1975) viewed that there ought to be an effective

co-operation between the school and the community, a friendly atmosphere should

exist between the school and the community for the realization of personal and

collectively purpose of life.

Con~munities have differing needs, aspirations, values, beliefs, cultures and

histories. They would want to preserve them through traditional education which

is a type of education that enable a child grow into a functional member of his or

her community. School exists to serve its community in meeting or reforming

those needs, values and beliefs through a good school - comnlunity relations.

Lawrence (1978) in Warren (2005) observed that schools cannot teach children

well if teachers lack an understanding of their students cultures and livks, and if

they lack meaningful relationship with their families or communities. School-

community relations make relevant data on the entire life of the community

available for use in the management of the school. In contribution to the fact,

Ulteje, Akabogu and Ndu (1992) opined that the school needs to study the

community, collect some relevant data on it and use them for educational purpose.

It is also to be noted here that the school and the community are not static,

they change with school programmes and community values and needs etc. Hilder

and Arndt (1973) noted that the inter-dependence of the school and community is

viewed as an aid to achieve the educational primary function of helping children

acquire competence in meeting their life tasks and in adapting creatively to change.

Hence, improving school-community relations for effective secondary school

.management become necessary at this point because through it, the past needs,

problems, and aspirations of the community are known for re-examination and

integration into the current trends in the global society so that a better future will

be re-designed through educational means. Mkpa (1987) rightly pointed out that

the community and the school exist in a symbiotic relationship for the purpose of

attaining the goals of education.

Factors that Hinder Good School-Community Relations

There are many factors that can hinder good school-community relations.

Emenike (1995) listed five factors which hinder the school-community relations.

They include: community encroaching on the school land; community trespassing

on school's premises; school interfering in community politics; community

interfering in school's affairs; school's indifference in community affairs.

Akabogu, Akpanang and Ilogu (1 981) showed that communities provide free-land,

financial aid, put up buildings and render free community labour, ..give prizes and

scholarships to the students. Today the school lands which no body in the

community is allowed to trespass into, are been encroached. Abonyi (2004)

observed that, in all the six educational zones in Enugu State, there are cases of

individuals who have encroached into school lands. It is a very big hindrance to

good school-community relations.

Jordan (1998) noted that school culture may marginalize the role of the

members of the community and hinder schooI-community relations. Such school

culture he continued, may include; inaccessible attitude of school principal and

unwelcoming visiting procedures of the school. The existence of such school

culture depends mostly on the school administrators. They are the people that

carry out management functions. A good school-community relationship will help

the school principals have a good school culture which can hold the attraction or

interest of its community.

Public secondary schools are now characterized by poor sanitation, corrupt

' practices, indiscipline and poor academic performance that literature source such

as Onah (2004) noted that public secondary schools are regarded as dumping

ground for the poor and less privileged. The parents are afraid to allow their

children or wards attend schools that have bad names for corruption. Communities

also appear to have lost interest in their schools due to bad moral habits, leaving

the schools without much support; these hinder good school-community relations.

Anderson and Dyke (1972) believed that the public schools will do well if

the people must be sufficiently aware of their needs, provide adequate filnds and

maintain a favourable climate of opinion for their support to provide sound

education. Many experts have also shown that' lack of financial resources can

hinder everything in education. Adeniji (1978) opined that the purpose of

education however well defined and inspiring cannot be achieved without resource.

Human, physical and material resources must be harnessed, harmoniously and

efficiently together, as well as co-ordinated and managed effectively to attain the

desired objective of education. It follows that secondary school staff and students

welfare need money. For example, funds are needed for building gdod staff

quarters and dormitories; school-community relations may likely be hindered

where such welfare is lacking.

Strategies for Improving School-Community Relations

The strategies for improving school-community relations for effective

school management involves the collective responsibilities of the principal and

community 1 parents. P.T.A. is a voluntary and welfare association that links the

home and the school in partnership for more profitable educational outcomes.

Onwurah (2004) notes that school-community relations should be syinbiotic,

and she suggests the following ways of improving school-community relations for

effkctive school management:

1. Use of physical facilities: The school should willingly make its hall and

classrooms available to the community for adult education classes, church . I

programmes and other community occasions. The school field can be used

for sporting events and crusades. On the other hand, the community can

allow the school to use church halls as classroon~s. The community can

provide houses for teachers. They can provide land for buildings and

farmland for schools. Town hall can be used to supplement classroon~s for

schools that lack buildings.

2. Economic provisibns: The school can provide employment opportunities to

the community for such posts as security men, gardeners etc. Students can

collect sand when the community is setting up school buildings to minimize

cost. The community on the other hand can make cash and material

donations to the school. The community can also supply labour to the

school for projects.

3. General services: The school can initiate, support and help social

programmes like clean-up campaign. The school can organize acthities to

raise funds and help the aged, sick and the poor in the community. On the

other hand resource persons with specific competencies from the community

can be invited to address students or participate in some school's activities.

Oboegbulem (2004) suggested a number of ways by which the principal can

, promote good school-community relations. They are as follows:

1 . The principal should make himself accessible to members of the community.

The principal should be courteous and straight-forward in dealing with

people. He should treat them with cheerfulness, sympathy, understanding,

respect and consideration. As an administrator, the principal should co-

operate with the members of the community and the general public, and

share the school problems and achievements with them. He should be open

to suggestions and constructive criticism.

2. The principal should develop an active interest in community life by

promoting the involvement and participation of the school in suitable

community activities. He should make the facilities and resources of the

school available to the community's use. The principal should encourage the

study of certain aspects of the community life in the school curriculuin. He

should also make the existence of the school felt by the community through

debates, quizzes, sports and extension programmes for farmers, and he

should invite parents by sending them printed cards.

3. The principal should use effective communication with parents, teachers,

friends and associates. As an administrator, principal should be ready to

supply information about his school to interested members ofthe con~munity

and other visitors who come to the school. He should also learn about the

community and develop the style of leadership needed to work with it. The

principal should as well maintain regular contact with outside institutions in

the community.

4. The principal should encourage the students to develop the spirit of goodwill

and respect for the school administration and its staff, and to take pride in

the educational achievements of the school. He should help the teachers to

understand what the community expects of them as to ensure that their

attitude to work, relationship with colleagues and students as well as their

general conduct are geared towards fulfilling these ,expectations. The

teachers' devotion to duty builds up the status of the school in the

community. The report cards on students' learning progress in school allow

for indirect communication between the teachers and the parents and should

be recognized as a valuable tool for improvement of public relations.

Parents would be more eager to support a school with teachers who give

detailed comments about their children or, the report cards than one with

teachers who submit stereo-typed reports of Excellent, Good, Fair and Poor.

5. The principal should not neglect or relegate the non-teaching staff to the

background. They are the people that provide the public information about

the school to the principal. He should invite the non-teaching staff for

discussions on topic affecting their duty.

Mgbodile (2004) notes that the community must be called upon to help in

cases of severe discipline problems. According to him the school principal should

hold periodic meetings with the P.T.A. and some important members of the

community to discuss important issues affecting the school and the learning

programmes. These are also ways by which the principal can enhance and

promote good school-community relations.

Review of Empirical Studies

This section reviewed studies that are related to the topic' under

investigation.

Nzelurn (1997) conducted a study on strategies for improving community

participation in the establishment of secondaly schools in Anambra State. The

design used in the study was a survey. Three research questions and three

hypotheses were used. A representative sample of 78 traditional'leaders and 98

town union secretariedward leaders in Anambra State was randomly selected from

the population consisting of all the 172 traditional rulers and 187 town union

secretariedward leaders. A thirty item questionnaire was used. Mean and

standard deviation were used to analyze the data. The findings of the study

revealed that organizing inter-community school project development and making

parents patrons of secondary schools, etc. are some effective strategies for

improving community participation. It showed that donations from clubs, age

grades, etc. and launching ceremony are popular ways to raise fund. The study

, equally revealed that inadequate funds, land tenure system, etc. are the major

problems encountered by the communities in the establishment of secondary

schools.

Ugwuanyi (2003) carried out a research on strategies for involving the

community in secondaiy school administration in Nsukka education zone of Enugu

State. The research design used was descriptive survey. The sample comprised the

entire population of the study which is seventy- seven principals in the area. Four

research questions and two hypotheses were used. A structured questionnaire of

twenty items was used. Data were analyzed using mean and t- test statistics.

The findings of the study revealed that principals have a positive perception

towards community participation in school administration with a grand mean of

3.62 which was above the criterion mean of 2.50. It showed that communities are

actively involved in secondary school administration with a grand mean of 3.76

above the mean of 2.50. It also revealed that strategies such as employing non-

professional staff from the ccii~munity, decentralization of administrative rjower to

embrace communities, sharing of information and decision making with

communities, and involving the P. T. A in school disciplinary comn~ittee can be

used to involve communities in active administration of secondary schools.

Iyaji (2004) conducted a research study on involving the community in

secondary school administration in Kogi State. The design used in the study was

correlational survey. Three research questions and two hypotheses were used.

Proportionate stratified random sampling technique was used. One hundred and

forty urban schools and one hundred and fifty - nine rural schools were selected. A

population of two hundred and ninety- nine secondary school principals, fifty

community leaders, and fifty philanthropists and voluntary agencies was drawn

from the Roman Catholic Mission, United Evangelical Church and Anglican

Communion. A thirty item questionnaire was used. Percentage was used to

answer all the research questions, and z- test was use to test the hypotheses. The

mean scores of both the negative and positive respondents were compared.

The results of the study showed that school principals are highly supported

involving the community in secondary school administration to acquaint the .

community with school problems, and that the infrastructure and skills available in

the school are highly relevant to the needs of the community. It revealed the

school authority will very much appreciate community c f fo l~ in taking active part

in funding of school and maintenance of school facilities. The findings also

showed that there is no significant difference in the age of principals as it affects

their views on advisory role of community as a strategy for their involvement in

second any school administration.

Summary of the Literature Review.

The review of literature related to this study was carried out under two major

.headings, they include the theoretical/conceptual review and empirical studies.

The study reviewed on human relation theory, the concept of school-cbmmunity

relations, the objectives of school-community relations, the rationale for school-

community relations, and the factors that hinder good school-community relations

were all presented, after which the review on research studies also dwelt on the

strategies for improving school-community relations.

The literature revealed that most researchers had focused on strategies for

improving community participation in the establishment of secondary schools and

also on strategies for involving the community in secondary school administration

. in their areas. None of the studies had actually dealt with the strategies for

-. improving school-community relations for effective management of' public

secondary schools in Awgu education zone.

The result of these discoveries, had roused and sustained the researcher's

interest on the study, and made him perceive the need to carry on with the study.

Hence, it is hoped that its finding will come up with strategies for improving

school-community relations for effective management of secondary schools in the

zone.

CHAPTER THREE

RESEARCH METHOD

This chapter deals with design of the study, Area of the study, Population

of the study, Sample and sampling technique, Instrument for data collection,

Validation of the instrument, Reliability of the instrument, Method of data

collection and Method of data analysis etc.

Design of the Study

Survey research design was adopted for the study. The study sought to

determine the opinions and perception of the respondents as to generate'data for

answering research questions and testing the hypotheses. Surwy design according

to Olaitan and Nwoke (1999) is one in which the entire population or

representative sample is studied by collecting and analyzing data from the group

through the use of questionnaire.

The survey research design is well suited to investigate the strategies for

improving school-community relations for effective management of the schools

because it elicits opinions and perceptions, etc. of people about issues. Survey

specifies how such data are collected and analysed.

Area of the Study

The study was carried in all the fifty three public secondary schools in Awgu

education zone of Enugu State made up of three local government areas, namely,

Oji River Central, Aninri South, Awgu and Seven Local government Development

Centres - Oji River South, Mmam River, Aninri West, Aninri North, Anike,

Mbanabo North and Mbanabo South. The communities, are noted for their self-

help effort towards community development projects. Therefore, the choice of

Awgu education zone seems appropriate for this kind of study.

Population of the Study

The population of the study consisted of 212 people (all the 106 old and

newly promoted principals and 106 old and newly elected P.T.A.

Chairmen/persons) in the 53 public secondary schools in Awgu education zone.

Because of the current demerging of secondary schools into junior and senior

secondary schools by the Universal Basic Education (U.B.E.) programme; each

school has two principals and two P.T.A Chairmenlpersons, each for junior and

senior secondary schools respectively.

Sample and Sampling Technique 6

The sample for the study was 106 (53 principals and 53 P.T.A.

chairmenlpersons) of all the 53 public secondary schools in Awgu education zone.

These are experienced principals and P.T.A. chairmen/persons. Purposive

sampling technique was used to select the sample exclusive of newly promoted

principals and newly elected P.T.A. chairmen/persons. The techniques was

considered useful for convenience.

Instrument for Data Collection

The instrument for data collection was a researcher-developed structured

questionnaire. The questionnaire was made up of two parts-A and B. A contained

socio-economic characteristics of the respondents, and B consisted of 22 items in

two clusters from which the research questions were answered. The questionnaire

sought the opinions of the principals and P.T.A. chairmenlpersons on the strategies

for improving school-community relations for effective management of public

secondary schools in Awgu educational zone.

The research instrument had two clusters consisting of twenty-two items.

cluster 1 : Factors that hinder good school-community relations

cluster 2: Strategies for improving school-community relations

The instrument was responded on a 4-point Likert-type scale which has strongly

agrcc-4 poiirts, agree-3 points, disagree-2 poi~lts, stro~igly disaglac 1 point ti)[-

clusters one and two. Osuala (1993) dcscribcd tllc Likcrt-typc ol' lbor point scalc

as scale ot'sespondents who want to bc truthli~l.

Valiclation of the instrument

Tlie iostrunient was presc~lted to three experts in educational admi~iistratio~i

and pla~i~ii~iglnieasiu'e~t~e~~t and evaluation for facc validation in ternis of adequacy

of tbc questionnaire items, suitability of rating scale and ter~nioology. The

comments of thcse experts were used to improve tlie instru~nent.

# Reliability of the Instrument

111 order to cstablisli the reliability of the instru~ne~lt, the test-retest ~netliecl

was used. Tlic investigator gave out forty copies O F qucstio~l~lail-e to twenty

cspcrie~iced principals ancl 20 P.T.A. chairmen/persons of public secondary

schools in Udi education zone. Two weeks later, the clucstionnaire wcrc collectcd

and re-administered to the same subjects. Tlie data so far gotten from tlie

rcspo~iderits on the two sets of responses were analysed and correlated to find tlic

coefficient. 'The reliability of the test using Pearso~l's Product Mo~ne~lt Correlatio~i

is 0.73.

Method of Data Collection

'The questionnaire were administered and collectcd back by tllc

researcher personally. By so doing 100% return was made.

Method of Data Analysis

'The meall and sta~ldard deviation were used to auswcr the research

cpestions; tlie mean of 2.50 and above were acceptcd as positive while below 2.50

wcre re-jccted arid considerctl negative. The t-test statistics was uscd for testirig t l~c

two I~ypotlicscs at the 0.05 level of'significance.

CHAPTE R FOUR

PRESENTATION OF RESULTS

er, the data collected were analysed and the resl In this ch dts on the t

research questions and two null hypotheses that guided the study presented.

Research question I .

What are the factors that hinder good school-community relations

secondary schools in Awgu education zone?

Tabte I

Mean scores (ratings) of Principals and P.T.A. ChairmenIPersons of Public '

Secondary Schools on Factors that hinder good school-community relations in

Secondary Schools in Awgu education zone.

Decision Principal! N = 53 mean

scores (x)

I P.T.A. Chairmen

: / persons N=53 Mean

scores (x)

2.43

SD Grand SD mean ITEMS

Accept

Accept

and the members of

Communication gap

between the principal

the community

Inadequate financial,

3.02

and material support ' 1 3-13

to the school from the

community I Encroachment on I jch001 land by the I 2.00

Reject

nembers of the /

Disciplinary Accep

problems among staff

and students

Acceps

Accepl

Reject

Reject

PTA

Irregular payment of

staff salaries and

allowances by the

Government

School

not relevant to the

community

Denial by school of

community's use of

school facilities

Table 1 above 'shows that the principals and P.T.A. Chairmen/persons were

of the opinion that items 1, 2, 3, 4, 5, and 6 of the grand means 2.73, 3,19, 2.78,

2.72 and 3.46 with the standard deviations of 0.98, 0.79, 1.39, 0.85, 0.97 and 0.90

are to be accepted as factors that hinder good school-community relations in

secondary schools in Awgu education zone. They disagreed that items 3 and 8 of

. the grand means 2.32 and 2.36 with 1.39 and 0.93 as the standard deviations are

not major factors that hinder school community relations. They were also not

agreed with item 7 of grand mean, 2.07 with standard deviation of 1 .OO as a factor

that hinders school-community relations in the zone.

29

Research question 2

What strategies can be adopted for improving school-communi ty re1 ations

for effective school management?

Table 2

Mean ratings of principals and P.T.A. chairmen/persons of secondary schools

on strategies that can be adopted for improving school -community relations

for effective school management in the zone.

Item description

The school should

provide employment

opportunities to the

members of its

community

School management

should ensure that

proper comments are

made in the student

performance report

School staff should

link families with

jchool curriculum by

;iving the students

lome work

Principals N = 53

mean scores (x)

2.79

1.64

3.66

P.T.A

Chairmen / persons

N = 53

mean scores (x)

2.36

3.60

3.5 1

Grand mean

Decision

Accept

Accept

Accept

3 0

Accept

Accept

School administrator

should ensure that

P.T.A. meetings hold

regularly

School should

organize adult

education programmes

/ worlishop where

members of the

community can come

for acquisition of

knowledge and

vocational skills - -

Accept Community

organizations should

be active and assist in

the overall progress

of the school

The community

should be allowed to

use school facilities

The school should

initiate and render

social services to the

community such as

the clean-up exercise

The colnmunity

should give

scholarship award to

the students

Reject

Accept

Accept

Principal should try

to identify with the

social life of the

community as much

as possible.

Principal should pay

visit lo important

members of the

community

The community

renders financial

assistance to the

school for extra mural

classes

The community

encourages game by

donating trophies for

sport competitions

Government should

improve conditions of

service of staff by

prompt payment of

salaries and

allowances.

3 1

Accept

Accept

Accept

Accept

Accept

The scores obtained in the table 2, indicates that items 9, 10, 1 1, 12, 13, 14,

' 15, 16, 17, 18, 19, 20, 21 and 22 of the grand means 2.57, 2.52, 3.58, 3.54, 2.70,

3.52, 2.62, 3.68, 2.89, 3.14, 3.10, 3.69 and 3.76 with the S.D. of 0.85, 1.17, 0.75,

- 0.59, 0.82, 0.56, 0.84, 0.45, 0.72, 0.59, 0.90, 0.59, and 0.5 1 respectively are by the

32

opinion of the principals and P.T.A. chairmenlpersons strategies to be adopted for

improving school -community relations for effective management of secondary

schools in Awgu educational zone. The table further reveals that both respondents

also disagreed that item 15 with grand mean of 2.47 and S.D. of 0.%4 is a strategy

for improving school c'ommunity relations.

Hypothesis One (Ho,)

There is no significant difference (P < 0.05) between the mean ratings of the

t principals of public secondary schools and P.T.A. Chairmenlpersons with regard to

factors that hinder good school-community relations in secondary schools in Awgu

education zone.

The above hypothesis was formulated and tested in the study at 0.05 level of

. significance. A t-test analysis of the difference between the mean scores of the

respondents was computed. The calculated t-value obtained is shown below.

Table 3

Summary of t-test for hypothesis one

Decision

4

Do not

reject --

Group

. Principals

z:rmenl

persons -

Number

53

53 1 2.61 1 0.98 1 , 1 ' 1

X

2.80

Level of significance

0.05

SD

0.97

Degree of freedom (df)

104

Calculated t-value

' (t-cal)

Critical or table vaIue

1 (t-crit)

1.01 1.98

Table 3 represents the t-test analysis of the difference between the mean

scores of principals and PTA chairmen/persons of secondary schools in Awgu

education zone on the factors that hinder good school-community relations in

secondary schools in the zone. From the table, it can be observed that the

calculated t-value is 1.0 1 at 104 degrees of freedom and 0.05 level of significance

since this calculated value of 1 .O1 is less than the table value of 1.98, the null

hypothesis ~ n e (Ho,) is accepted. b

Hypothesis two (Ho2)

There is no significant difference (P < 0.05) between the mean ratings of the

principals and P.T.A. Chairmenlpersons of secondary schools with regard to

strategies for improving school-community relations for effective management of

secondary schools in the zone.

A t-test analysis of the difference between the mean scores of the

respondents was computed to be used in testing the above hypothesis. The

calculated t-value obtained is shown on the table.

Table 4

Summary of t-test for hypothesis two

Group I N I X / SD I Degree of

P.T.A. Chairmen1 53 3.20 0.71 l l I I

Principals

persons

Level of / t-cal t-crit

53

significant I I Decision

Do not

reject .

1

3.07

Table 4 above represents the t-test analysis of the difference between the

mean scores of the principals and PTA chairmenlpersons of secondary schools in

. Awgu education zone with regard to the strategies for improving school-

0.75

community relations for effective school management in the zone.

freedom

104

The table shows that the calculated t-value is -0.93 at 104 degrees of

I freedom and 0.05 level of significance since this calculated value of -0.93 is less

than the critical value of 1.98, the second null hypothesis is not rejected. This

implies that there is no significant difference between the mean responses of the

principals and PTA chairmenlpersons of secondary schools in Awgu education

zone in respect of the strategies for improving school community relations for

effective management of secondary schools in the zone.

Summary of Results

'T'hc scsults of this study arc sum~narizcd as 1i)llows:

1. Both t l ~ c principals and chairme~dpcrsons or secondary schools in A w p

education zone were of thc opinion that racto~.s such as inad~qi ia t~

Iinancial, and matcrial support to the school kom thc community,

disciplinary problems among staff and students, inactive / unproductive

P.T.A., and irregular payment of salasies and allowance by the b

government can hinder good school co~nmunity relations. The principals

also opined that communication gab between them and the mcmbcss of'

tl:c community is a major hctor that winders school comn~unity rclations

in thc zone.

2 . The principals and P.T.A. chairmenlpersons in the zone indicated t.he

stratcgics to be a adopted for improving school community rclations by

school ad~~~inistrators and membess of the community as linl4ng h~ i~ i l i e s I

with school curricul~~m through students Iionic work by the school staff,

rcgular P.T.A. meetings, organizing adult education programmes /

worltshop by the school, community organizations active assistance for

PI-O~I-css of the scl-rool, rendering social scrvices to the co~nn~un i t y I q the

school, giving scholarship award to s tdcn ts by thc community.

identifying with the social l i k of thc community by the psincipal, visiting

members of the community by the principal, assisting school financially

by psoiiipt payment of staff salaries and allowances by the govcrn~ncnt.

The principals also suggested the provision of cmployrncnt oppostunitics

to com~nunity as a strategy, and P.?'.A chairmcn/pcssons opincd that

psopcs comment in the students pcrl'osmance scports is also one of the

strategies for improving school conmunity relations for effkctivc school b

management.

3 . '1'ilcl.c was no significant dil'f'cscncc betwccn thc mcan scsponscs 01' thc

principals and P.T.A. cliairmcn/pcrsons oi' sccondal-y scl~ools in A \ , \ y

education zone as regards the factors that hindcr gooc~ school conmunity

sclations in the zone.

4. Thcrc was no significant diffcrencc bctwccn tlic opinions of the

principals and P.T.A. cliaismen/pcrson of secondary schools \vi th rcgarcl

to thc stsatcgics for improving school community rclations fix cSf'cctivc

management of secondary schools in Awgu education zone.

CHAPTER FIVE

DISCUSSION OF RESULTS, IMPLICATIONS AND

RECOMMENDATIONS

This chapter focuses on the discussion of the results, the implications of the

research findings, recommendations, limitations, suggestions for further research,

summary and conclusion.

The procedure adopted ir. the discussion of results is that cach of the

rescarch questions is discussed with its related hypothesis. Hence research

question O I ; ~ with hypothesis one and research question two with hypothesis two

arc rcspcc~ivcly discussed.

Discussion Of Findings

The respondents agreed that the factors that hinder good school-community

relations include, the communication gap between the principals and members of

the community, inadequate financiallmaterial supports to the school from the

community, Disciplinary problems among staff and students, inactivelunproductive

P.T.A. and irregular payment of salarics and allowances by thc government.

(irand mcans on cach factors mentioned arc abovc the criterion mean \vhich is ~ h c

uppcr limit on the four points scale. The result in research question I (Tabfc 1)

showed that the principals and PTA Chairmenlpersons in public secondary school

. in Awgu education zone agreed to the fact that the afore-mentioned factors hinder

good school-community relations. The finding agrees with the view of Mgbodile

(2004) who stated that the school-community relation is a very important aspect of

school management, and any school principal who ignores the community literally

ignores the school and its academic interests. The respondents also disagreed that

encroachment on school land by the members of the community and denial by

scl-~ool 01' cornn~~lnity's use 01' school hcilitics arc f'~ctc,rs !hat l~indci scliool-

colrlniunity relations in tlic zonc. I30tl1 I-cspondcnts I~ad 110 cii Sli:sc11cc 01' opitlion

oti ~l;c ~ S S L I ~ 01' sc11ooI progra~i~~~~cs/activiti~~ not rcicvanl to tlic c o l n l n ~ ~ n i ~ ~ , the

~w,pondcnt:, strictly disagsccd that it is a I*actor that l~indcr good school-col~itn~inity

relations. ?

1 IIC i;lblc 3 rcprcscnts thc t-tcst analysis of' thc iirst hypotl~csis which

intlicatcs wi~at scclns to be total agrccmcnt bctwccn thc psincipal:; and I1.'I'.A.

ch:~i~-nicn/l>c.l.sc>ns of sccol~clary schools with regard to l'actorb thal hirldcr good

ccl~ool-community relations in Awgu cducation zonc. 'I'tlblc -3 rc\,crds that thc

ilia!yitudc or' the principals C I L I S ~ C S Incan SCOK is grcatcr than thc clus?cr I ~ C : I I I

SCOI-CI 01' I ) . !'.A. I ' ~ ; ~ ~ ~ I I I C I I / ~ C ~ S O I I S with n narrow margin. 'l'llis shows that tlic

c1il'l~scnc.c is not statistically significant. In othcr words, the principals md P.'I'.A.

C ~ ~ ~ ~ ~ I I ~ C I I / ~ > C ~ . S O I ~ S 01' Scconclary schools in A \ v p education LOIIC pcrcci\.t.d rio

:,ipi/icant dij'l'crcncc in rcspect to I'actors thal hindcr good schc)ol-co~i~l~;u~~ity

sclntions i n thc zone.

'l'hc lindings of' this study as presented in table 2 showcd that the

l-cspoi~dcnts agrecci thal strategies as providing cn~ploy~nent opport~tnities lo t11c

conlmunity t3y t11c schoo1 and ensuring that psopcr comncnts arc made in tllc

students pcrF~r~nance reports by the school arc to bc adopt Sor improving sclrool-

conmlun ity rclations l'or effective school n~anagcment. 130th I-cspondcnts also

:~grccd stsictly that the strategics to bc adoptcd arc as Sollows: t11c scliool st:ll'f'

~110i1ld l ink l'anlilics with school curriculu~n by giving the studcnts home work,

scltool shou!ci organize adult education prograi1i111cs/wor1~~11o~~ whcrc mcmbcss o f

t l~c community can come for acquisilion of knowlccige and ~ocational skills,

co117m~lnity or-gmizations should bc active and assist in thc ovc!.all progcss of thc

sclio:il, thc d 1 ~ ) o l sl~oulcl initiate and ~.cndcr social scsviccs to t1:c coinm~inity ~ucli

a<, tlic clcan u p cxcrcisc, the community should give scholarship awasd to the

:,r udcnts, psincipal should 11y to idcntify with the social lift of the comin~mity as

much as possible, principal should pay visit to important members of the

community, the community renders financial assistance to the school for extra

mural classes, the community encourages game by donating trophies for sport

competitions, and government should improve conditions of, service of staff by

prompt payment of salaries and allowances. This finding agrees with the statement

of Mkpa (1987) that the community and the school exist in a symbiotic relationship

for the purpose of attaining the goals of education. On the issue of allowing the

community to use school facilities by the school, the respondents failed to place

necessary emphasis on it and disagreed and as well rejected it as one of the

strategies. 4

The analysis of the second hypothesis (table 4) revealed that there was no

s significant difference between the mean ratings of the principals of secondary

school and P.T.A. chairmen/ persons with regard to strategies for improving

school-community relations for effective management of secondary schools in

Awgu education zone. This null hypothesis is accepted since the calculated value

is less than the critical value. This indicates that there is no significant difference.

The principals and P.T.A. chairmenlpersons of secondary schools agreed

with exception of item 15 that all other items in table 2 are strategies to be adopted

for improving school-community relations. The finding is in agreement with the

assertion of Hilder and Arndt (1973) that, the interdependence of the school and

'community is viewed as an aid to achieve the educational primary function

between them.

Implications of the Research Findings

The findings of this study have some important educational implications.

Based on the findings, the implications of each finding as it relates to education are

discussed as follows:

The principals and PTA chairmen/persons in Awgu educational zone agreed

that communication gap between the principal and , community, inadequate

financial/material supports from the community, disciplinary droblem among

stafflstudents, inactive/unproductive P.T.A and irregular payment of salaries and ,

allowances by the government, exclusive of encroachment on school land, school

programmes/activities not relevant to community and denial by school of

community's use of school facilities and vice versa are major factors that hinder

school-community relations in the zone, and thereby causing a poor school-

community relationship. The above finding suggests that the respondents have

known some causes of ineffective secondary school management resulting from

strained relationship between the school and community. There is therefore the

implication that the principals and P.T.A. are aware that much df the problems .

plaguing secondary school management arise fiom poor school-community .

relationship; and they have known some of the problems/factors that hinder school-

community relations.

The respondents agreed that the strategies for improving school-community

relations for effective management of secondary schools in the zone include,

providing employment to the community members by the school, making

comments in the students performance reports by the school, linking families with

- school through student home work by the school, regular P.T.A. meeting,

organizing adult education programmes by the school, communit; organizations' ,

active assistance to schools, rendering social services to community by the school, .

giving scholarship award to students by the community, identifying with social life

by the school principal, visitation to members of the community by the principal,

financial assistance for extra mural classes by the community, encouraging sports

by donating trophies by the community and improving conditions of service of

staff by the government. The finding implies that poor school-community

relations exist where the school and community fail to play their roles. The

implication of this finding to education is that the secondary school principals and

the P.T.A. who perform the functions of school management are aware that the

strategies for improving school-community relations (which is an important aspect

of school management) hinge on a symbiotic relationship between the school and

community. It is a give and take relationship where neither the school nor the

community can exist as an island. Principals with their P.T.A. who notice a poor

school-community relations existing in their area are left by this finding with some

necessary strategies for improving school-community relations.

The fact that there is no significant difference between the opinions of the

principals and P.T.A. chairmenlpersons of public secondary schools in Awgu

education zone with regard to the factors that hinder school-community ?elations

implies that all the respondents shared similar opinion on the factors that hinder

school-community relations in the zone.

The result of second hypothesis reveals that there is no significant difference

exists in the opinion of both respondents on the strategies for improving school-

community relations for effective management of secondary schools in Awgu

education zone. This result implies that the principals and P.T.A.

chairmenlpersons in the zone shared the same view on the strategies that can

improve school-community relations.

Recommendations

The following recommendations are made in line with the findings of this

study.

1. The school, community and government should engage more in activities

that promote school-community relations such as active P.T.A. meetings,

adequate financiallmaterial support by the community and sharing of

information between the school and community, prompt payment of salary

and allowances by the government etc, and then avoid the factors that can

hinder school-community relations.

2. The school should create greater opportunities for closer relationship with

the community in order to win favour of the community through the use of

the strategies for improving school-community relations for effective school

management.

. 3 . The principals should work with P.T.A. to improve school-community

relations which is an aspect of school management that can help in the

smooth running of secondary schools. This could be achieved by using

strategies such as regular P.T.A. meetings, linking families with school

curriculum by giving student home work through the school, and improving

conditions of service of staff by the government etc. @

4. The principals and P.T.A. should take poor school-community relations as a

challenge for working in close, mutual relationship as to build symbiotic

existence of school and community.

5 . Principals should ensure good school-community relations by encouraging

the community to assist in the upkeep of the school. '

Limitation of the Study

This study has met the purpose for which it was carried out irrespective of

handicapping situations posed to it. One of its limitations is that the promotion

exercise for those who would become principals lingered over time that the

researcher for convenience made use of 53 old principals and 53 old PTA

chairmenlpersons as the sample of the study exclusive of 53 newly promoted '

principals and 53 newly elected P.T.A. chairmen 1 persons who have not got the

experience. There is also the constraint of time for visiting the respondents and

discussing research related issues with them. Hence the findings of the study were

only based on the information obtained from the questionnaire.

Suggestions for Further Research

Based on the findings of this study the researcher makes the following

suggestions:

1, this study should be carried out in other ,education zones'in Enugu State

as well as other states to ascertain whether these strategies identified for

improving school-community relations for effective management of

secondary. schools in Awgu educational zone are unique to the zone

alone or not.

2. a research be conducted on the effects of poor school-community

relations on the management of secondary schools in educationgl zones

in the state.

3. the- study should be carried out using more sources of information like

interviews, documents and questionnaires.

' Summary and Conclusion

School-community relations contribute positively in helping the school itself and

the community to participate actively in school organization as to assist in the

overall progress of the school. In other words, a good school-community

relationship forms the basis for effective management of secondary schools.

Principals, teachers, and members of various communities have criticized school-

community relations ,on the basis of involvement of the school and the community

in factors that hinder good school-community relations, and poor school-

community relations activities on the parts of both the school and the community.

'These problems have adverse effect on the management of secondary schools in

Awgu education zone, and no research work was carried out in this particular area.

Hence the main purpose of the study was to identify strategies for improving

school-community relations for effective management of public secondary schools

in Awgu education zone.

The choice of two categories of respondents was to get a comprehensive

balance view of those involved in school-community relations in order to

strengthen the researcher's recommendations. The population comprised of 2 12

people (106 old and new principals and 106 old and new P.T.A. chairmenlpersons)

of the 53 secondary-schools in Awgu education zone. Purposive sampling

technique was used, and 53 old principals and 53 old P.T.A. chairmenlpersons

were the sample. The instrument used for the study was a structured questionnaire

of four parts. A comprehensive literature review was done to expose the

researcher to views of various experts in some related research works. Two

research questions and two null hypotheses were formulated. Means add t-test

were used in the analysis of data. The following findings were obtained.

1. all the respondents agreed that the factors that hinder school-community

relations include, inadequate financial, and material support to the school

from the community, disciplinary problems among staff and students, .

inactive/unproductive P.T.A and irregular payment of salaries and .

allowances by the government.

2. it was opined by both respondents that the strategies to be adopted to

improve school-community relations for effective management of

secondary schools in the zone include; linking families with school

curriculum by giving the students home work by the school, ensuring that

P.T.A. meetings are held regularly, organizing adult education

programmes/workshop where members of the community can come for

acquisition of knowledge and vocational skills by the school, being active

and assisting in the overall progress of the school through the ,

community, initiating and rendering social services to the community

such as the clean up exercise by the school, giving scholarship award to

the students by the community , identifying with the social life of the

community as much as possible by the principal, paying visit to

important members of the community by the principal, rendering

financial assistance to the school for extra mural classes by the principal,

encouraging game by donating trophies for sport competitions by the

community, and improving conditions of service of staff by prompt

payment of salaries and allowances by the government.

3. hypothesis one. indicated that there was no significant difference between

the opinions of the principals and P.T.A. chairmenlpersons of secondary

schools in Awgu education zone on the factors that hinder good school-

community relations.

4. hypothesis two showed that no significant difference existed between the

opinions of the principals and P.T.A. chairmenlpersons with regard to the

strategies for improving school-community relations for effective

management of secondary schools in the zone.

REFERENCES

Abonyi, O.W. (2004). The Scramble for the Partition of School Lands in Enugu

State, The Educator, Vo1.3, No.3.

Adeniji, A. (1978). Education System Implications for the Implementation of the

Current National Policy on Education. The Nigerian School Master.

Adesina, S. (1 990). Education Management. Enugu: Fourth Dimension Publishing

Co. Ltd.

Akabogu, B .I., Akanyang, C.E. and Ilogu, I.E. (1 98 1 ). Planning and Educational

Development in Nigeria. Ibadan: Board Publications.

Anambra State (1 978). Handbook on Discipline in Post-Primary ~n&titutions,

Government Printed, Enugu.

. Anderson, D. and Dyke, V. (1972). The Secondary School Administration. Boston:

Houghton.

Ani, C. I. (1999)). Fundamentals of Educational Planning in Nigeria. Enugu:

J.T.C. Publishers.

Bosah, H.O.N. and Eneasator, G.O. eds. (1996). Dimension of Educational

Planning and Economics of Education. Lagos: Ed-Solid Foundation Pub.

Co.

Bortner, D.M. (1972). Public Relations for School. Cambridge: Schenkrnan

Publishing Co.

East Central State School Board (1975). Hand Book on School Administration.

Enugu: Government Printers.

Eastman, G. (1 988). Family lnvolvement in Education. Madison WI: Wisconsin

Department of Public Instruction.

Emenike, E. (1995). "Good School-Community: A Strategy for Archiving

Improved Quality of Education in Rural School in Okpara, E.N. (ed.)

Education for National Stability. A Book of Readings. Nsukka: University * Trust Publishers.

Enyi, D. (1996). Community Participation in the Funding and Management of

Primary Education. A Lesson for Nigerian School Administrators. Teacher

Education Journal I (3), 17-2 1.

Ezeocha, P.A. ( 1 990). Educational Administration and Planning. Nsu kka:

Optimal Computer Solutions.

Ezeocha, P.A. (1985). School Management and Supervision. Owerri: Luton Press

Ltd.

Follett, M.P. in Enyi, D. (2004). "Theories in Educational Administration" in

Mgbodile, T.O. (ed.) Fundamentals in Educational Administration and

Planning. Enugu: Magnet Business Enterprises. #

Hilder, J. and Amdt, J.A. (1973). Principalship Foundations and Functions. New '

York: Harper and Row.

Hooper, D. (2001). American Association of School Administrators.

http//www.aasa. org/publications/prescornerdetail. f ? item number = 351 8.

retrieved. 5/08/2006.

Iyaji, J.A. (2004). Involving the Community in Secondary School Administration

in Kogi State. Unpublished MED Thesis. UNN.

Jordan, J. (1998). Constructing School Partnerships with Families and Community

Groups. http://www.ncrel.org/sdrs/areas/issues/envrnmnt/famnncmm/pa40O.

htm. retrieved. 23/6/2006.

.Lane, (1958) in Aje, J. (2003) Extent of Teacher Participation Administrative

Decision Making in Secondary Schools in Ogbadibo L.G.A. of Benue State.

Unpublished MED Thesis, UNN.

Lawrence, L. (1978) in Warrem, M.R. (2005) Communities and Schools: A New

View of Urban Education Reform. http://www.gse. harvard. edd-

hepg/warren. html.

Mkpa, M. A, ( 1 9 87). Curriculum Development and Implementation in Nigeria.

Owerri: Totan Publishers.

Mgbodile, T.O. ed. (2004). Fundamentals in Educational Administration and

Planning. Enugu: Magnet Business Enterprises.

Mgbodile, T.O. ed. (1986). Education Administration and Supervision. Ibadan:

Heinemann Education Books Nig. Ltd.

National Policy on Education, 4Ih ed. (2004). Lagos: NERDC Press.

Nnodem, C.N. (1975). The Agencies of Education: A West African Teachers

Handbook. London: University of London Press.

Nzelum, V.N. (1997). Strategies for Improving Community Participation in the

Establishment of Secondary Schools in Anambra State. Unpublished MED

Thesis. UNN. #

Oboegbulem, A.I. (2004). "School-Community Relations " in Mgbodile, T.O. (ed.)

Fundamentals in Educational Administration and Planning. Enugu: Magnet

Business Enterprises.

Okeke, E. I. (1993). An Introduction Primary Education in Nigeria: A

Philosophical Approach. Onitsha: Tabansi Press Ltd.

Olaitan, S.O. and Nwoke, G.I. (1999). Practical Research Methods in Education.

Onitsha: Summa Educational Publishers.

Onah, I. (2004). Post-Primary School Management Board Enugu Embraces ICT.

The Educator. Vol. 3, No. 3.

Onwurah, C.U. (2004). School-Community Relations for Effective School

Management Under UBE Programme. Unpublished Work, Institute of

Education. UNN.

Osuala, E. (1993). Introduction to Research Methodology. Onitsha: African FEP.

Publishers Ltd.

Shields, P.M. (1994). Bringing Schools and Community Together in Preparation

for the 21'' Century: Implications of the Current Educational Reform

Movement Involvement Policies (Online). Available: http://www.ed,gov/

pubs/Ed Reform Studies/Shields I. html.

49

Ugwuanyi, S.A. (2003). Strategies for Involving the Community in Secondary

School Administration in Nsukka Education Zone of Enugu State.

Unpublished MED Thesis. UNN.

Ukeje, B. 0. (1986). School and Society in Nigeria. Enugu: Fourth Dimension

Publishing Co. Ltd.

Ukeje, B.O., Akabogu, G.C. and Ndu, A.N. (1992). Educational Administration.

Enugu: Fourth Dimension Publishing Co., Ltd.

Wood, W.W. (1964). What is right with P.T.A.? Phi DeZpha Kappan. XLV (9),

457-460. #

APPENDIX I

Department of Educational Foundations,

University of Nigeira,

Nsukka.

5Ih December, 2006.

Dear SirIMadam,

I am a postgraduate student of the above-named department embarking on a

study on the research topic-Improving School-Community Relations for Effective

Management of Public Secondary Schools in Awgu Education Zone of Enugu #

State.

I solicit for your help in filling the attached questionnaire, which will be

used for the study and will be treated with strict confidence.

Thanks for your co-operation.

Yours sincerely,

Revd. C: R. Nnebedurn

(Student)

PART A

Please provide the following information:

Name of school . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. Category of Respondent: Principal I I PTA Chairmanlperson

Qualifications: Below first degree I I first degree . u Above first degree

Sex: Male

Years of experience:

Female

1 year

6years and above I

5 1

PART B

Please tick ( d ) in the column which best suits your feeling as provided against the

item.

Please note:

Clusters I and I1

SA - Strongly Agree

A - Agree

D - Disagree

SD - Strongly Disagree

SIN

Factors that Hinder School-Community Relations b

ITEMS I S A I A I Communication gap between the principal and the / 1 I members of the community

Inadequate financial, and material support to the school

from the community

Encroachment on school land by the members of the

community

Disciplinary problems among staff and students 1 1 1 Inactive/unproductive PTA

Irregular payment. of staff salaries and allowances by

the government I I / School programmes/activities not relevant to the

community

Denial by school of community's use of school

facilities

(ii) Strategies for Improving School-Community - SIN ITEMS

The school should provide employment opportunities

to the members of its community

School management should ensure that proper

comments are made in the student performance report

school staff should l ink families with school

curriculum by giving the students home work

School principal should ensure that P.T.A. meetings

hold regularly

School should organize adult education programmes1

workshop where members of the community can come

for acquisition of knowledge and vocational ski1 1s

Community organizations should be active and assist

in the overall progress of the school

The community should be allowed to use school

facilities by the school

The school should initiate and render social services to

the community such as the clean-up exercise

The community should give scholarship award to the

students

Principal should try to identifjr with the social life of

the community as much as possible.

Principal should pay visit to important members of the

community

The community renders financial assistance to the

school for extra mural classes

The community encourages game by donating trophies

for sport competitions

Government should improve conditions of service of

staff by prompt payment of salaries and allowances.

APPENDIX I1

Working of the data

Frequency distribution of the principals of public secondary schools in Awgu

education zone.

Factors that Hinder School-Community Relations

ITEMS

Communication gap between the principal and the

members of the community

Inadequate financial, and material support to the school

from the community

Encroachment on school land by the members of the

community

Disciplinary problems among staff and students

Inactive/unproductive PTA

Irregular payment of staff salaries and allowances by

the government

School programmes/activities not relevant to the

community

Denial by school of community's use of school

facilities

(ii) Strategies for Improving School-Community

9. / The school should provide employment opportunities 1 4

I comments are made in the student performance report I 10.

I 1

11. I School staff should link families with school / 39

( curriculum by giving the students home work 1

to the members of its community

School management should ensure that proper 18

ITEMS School principal should ensure that P.T.A. meetings

hold regularly

School should organize adult education programmes1

workshop where members of the community can

come for acquisition of knowledge and vocational

skills

Community organizations should be active and assist

in the overall progress of the school

The community should be allowed to use school

facilities by the school

The school should" initiate and render social services

to the community such as the clean-up exercise

The community should give scholarship award to the

students

Principal should try to identify with the social life of

the community as much as possible.

Principal should pay visit to important members of the

community

The community renders financial assistance to the

school for extra mural classes

The community encourages game by donating

trophies for sport competitions

Government should improve conditions of service of

staff by prompt payment of salaries and allowances.

Frequency distribution of the P.T.A. chairmenlpcrsons of public secondary

schools in Awgu education zone.

(i) Factors that Hinder School-Community Relations

SIN I ITEMS

1. Communication gap between the principal and the 15

members of the community -

2, Inadequate financial, and material support to the school 19

from the community

3. Encroachment on school land by the members of the 22

community

4m 1 Disciplinary problems among staff and students

5. 1 Ii~active/unproductive PTA

6. Irregular payment of staff salaries and allowances by 30

thc government - - --

7. School programmes/activities not relevant to the 6

community

8. Denial by school of community's use of school 6

facilities

3. The school should provide employment opportunities 6

/ to the members of its community --

management should cnsurc that propcr

comments are made in the student performance report

1 1 . School staff should link families with school 37 1 I

curriculum by giving the students home work

12. School principal should ensure that P.T.A. meetings 30 20

hold regularly

-- School should organizc adult cdi~cation programmes,

worltsliop where rncrnbcrs of thc comm~inity car-

comc for acquisition of ltnowlcdgc and vocational

skills

Cornmuni~y organizations should bc activc and nssisl

in thc o\/crall progress of the school

'I'hc con~mirnity should be allowcd to usc schooi

f'acilitics by the school - - - - - -. . . - - - - -- -- r . I he scIio01 should initiate and render social scl-viccs

to thc community such as thc clcan-up excscisc

'I'hc community should givc scholarship award to thc

- -- - . - -

I'rincipal should try to identify with the social lik of

thc co~ii~iiunity as much as possible.

Principal should pay visit to important ~ncmbcrs o I' thc

- - - - Ihc community rcndcrs financial assistance t o thc

school for extra mural classes

Thc community encourages game by donating

trophies for sport competitions

Govcrnmcnt should iruprovc conditions of scrvicc of'

staff by prompt payment of salaries and allowances.

TOTA I,

APPENDIX I l l

C;~lculation of reliability co efficicnt-

Second test

Y

APPENDIX IV

Calculation of t-test for hypothesis one for the principals

Mean x - - 3.02 + 3.13 + 2.00 + 2.91 + 2.89 + 3.60 + 2.1 1 + 2.74

8 - - 22.4 - - 2.80

8

S.D. - - 0.79 + 0.97 + 1.48 + 0.78 + 1.02 + 0.85 + 1.02 -t 0.91

8 - - 7.82 - - 0.97

8

for PTA Chairmen/persons

X - - 2.43 + 3.26 + 2.64 + 2.66 + 2.55 + 3.32 + 2.04 + 1.98

8

nl n2

XI and X2 = Means for principal and PTA Chairmen/Persons

S l and S2 = Standard deviations of principals and PTA Chairmen

n l and n;! = number of principal and P.T.A Chairmen

' Calculation of t-test for hypothesis two for principals

X = 2.79+1.64+3.66+3.58+2.74+3.58+2.39+2.55+3.57+2.85+3.06+3.06+3.5 1 +4.OO

14 - - 42.98

14 - - 3.07

SD = 0.68+1.76+0.61+0.58+0.91+0.63+0.78+0.81+0.49+0.88-~0.56+0.92+0.84+0.

14

- 10.45

14

for P.T. A. C hairmen1Persons

APPENDIX V

Questionnaire No 1

Principals

Mean (X) = 160 53

S.D. 132.98

P.T.A. Chairmenlpersons

S.D. = 173.01

X - X

No 2

Principals

X I 1 F

P.T.A. ChairrnenIPersons

FX x - x I (x - x12 I f(x - x)?

S.D. = 11 16.00

Principals

S.D. = 190.19

f(x - x)'

14-00

0

14

88

1 16.00 4

(X - x12

1 .OO

0

1

4

X

1

2

3

4

FX

14

6

42

44

106

F

14

3

14

22

53

x-x

- 1 .OO

0

1

2

No. 4

Principals

' X I=

S.D. = 132.52

P.T.A. ChairmenIPerson

S.D. = 147.89

No 5

Principals

X - X

53 = 2.89

S.D. = 1m

P.T.A.

X - X

S.D. =

- -

No 6

Principals

P.T.A.

X - X

-2.6

-1.6

-0.6

0.4

X - X

(x - )02

6.76

2.25

0.36

0.16

S.D. =

= d0.897

Principals

S.D. = I- 55.32

P.T.A.

S.D. = 151.92

X - X I (x - x ) ~

No 8

' Principals

S.D. =

No 9

Principals

P.T.A.

I

X

1

2

3

' 4

I

x - x

- 1.79

-0.79

0.2 1

1.21

I

FX

16

16

69

24

125

x - x

- 1.36

-0.36

0.64

I .64

' X

1

2

3

4

F

4

7

38

4

53 I

F

16

8

23

6

53

FX

4

14

114

16

I 148

(x - x)?

3:. 2 0

0.62

0.04

1.46

I

(X - x ) ~

1.85

0.13

0.4 1

2.69

f(x - x12

12.82

4.37

1.68

5.86

2 4 . a 1

f(x - x ) ~

29.59

1 .04

9.42

16.14

56.19

No 10

Principals

S.D. = 1164.99

P.T.A.

S.D. = 118.68

Principals

P.T.A.

X-X I (x - x ) ~

Principals

P.T.A.

X - X

No 13

Principals

P.T.A.

X - x X F FX

No 14

Principals

P.T.A.

, X

1

2

' 3

4

FX

0

8

42

140

190

F

0

4

14

35

53

f(x - x ) ~

0

9.98

4.7 1

6.7 1

20.86

x-x

-2.58

-1.58

-0.58

0.42

(X - x12

6.66

2.49

0.34

0.18

No 15

Principals

X - X

P.T.A.

No 16

Principals

P.T.A.

X

1

2

3

4

FX

7

28

84

16

135

F

7

14

28

4

53

x - x

-1.55

0.55

0.45

1.45

(X - x ) ~

-2.40

0.30

0.20

2.10

f(x - x12

16.8 1

4.24

5.67

8.4 1

35.13

No 17

Principals

P.T.A.

- No 18

Principals

P.T. A.

No 19

, Principals

F

0

6

29

18

FX

0

12

87

72

x - x

-2.23

- 1.23

0.23

0.77

(x - x ) ~

4.97

1.51

0.05

0.59

S.D. = / 44.82

No 20

Principals

P.T.A.

S.D. = 142.79

X - X

(X - x12

4.24

1.12

0.004

0.88

X

1

2

3

4

- .

f(x - x)?

25.46

3.37

0.09

1 5.90

44.82 I

FX

6

6

78

72

162

F

6

3

26

18

53

x - x

-2.06 '

-1 -06

0.06

0.94

No 21

Principal

S.D. = 137.24

P.T.A.

S.D. = 11:

X - X

Principal

X

P.T.A.

X - X

S.D. =

53 = \I1.04 - - 1.02