Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 4(6): 835-841

Journal of Emerging
© Scholarlink Trends
Research in Educational
Institute Research
Journals, 2013 and2141-6990)
(ISSN: Policy Studies (JETERAPS) 4(6):835-841 (ISSN:2141-6990)
jeteraps.scholarlinkresearch.org

Contributions of Parents-Teachers’ Association to Secondary School

Management in Nigeria: Principals’ Perceptions
1
Eziuzo, Gloria O. and 2Enueme, Chika Peace
1
Bishop’s Court, Nnewi. Anambra State, Nigeria.
2
Federal College of Education (T) Asaba,
Delta State, Nigeria.
Correspondence Author: Eziuzo, Gloria O
_______________________________________________________________________________________
Abstract
The purpose of this study was to determine the contributions of the Parents Teachers Association to the
management of secondary schools in Anambra State as perceived by the principals. The study, which covered all
the 261 principals in government-owned secondary schools in Anambra state, was based on two research
questions and two null hypotheses. The survey design was adopted and a researcher-developed questionnaire was
used to collect data. There was no sample rather, the entire 112 male and 149 female principals in the population,
participated in the study. The researchers used 25-item questionnaire titled–Parents Teachers Association’s
Contributions to the Management of Secondary Schools Questionnaire (PTACMSSQ) to collect data from the
principals with the help of three research assistants. Mean scores were used in answering the research questions
while the z-test was used in testing all the null hypotheses. The findings of the study revealed that the in the
perceptions of male and female principals, PTA contributed to school plant to a little extent, but made great
extents of contributions to raising the moral tone of the school. This finding would be of immense benefit to the
government, parents and guardians, educational administrators, teachers, students and the society to evolve
strategies for improving the contributions of the PTA in secondary education. Based on the findings, it was
recommended among other things that the PTA and school principals should make concerted efforts to improve
and sustain the contributions of the PTA in raising school’s moral tones.
__________________________________________________________________________________________
Keywords: partnership, parents, teachers, school facilities, moral tone, educational management.
_________________________________________________________________________________________
INTRODUCTION programmes, monitoring education services and
Parents Teachers Association (P.T.A.) is a familiar mobilising additional resources (Republic of Kenya,
phrase in the present day secondary school 2005). Also in South Africa and other contexts PTAs
educational system in Nigeria. The PTA is a formal have been involved in providing personal hygiene
establishment in the school system which is made up facilities such as wash basins and stands and soap in
of parents whose children are currently registered as classrooms and toilet rolls in latrines (UNICEF,
students in the school, together with teachers in the 2009; Van Wyk. N (2007). In Ghana, Dunne,
school. The aim of the PTA is to enhance the Akyeampong and Hamphreys (2007) reported a
collective participation of parents and teachers in the specific situation where in one school PTAs made an
education of children (Garry, 2007). According to effort to contact parents whose children had missed
Onderi and Makori (2013), PTAs provide a link school for a long time and encouraged them to send
through which parents and the rest of community their children back to school. In Hong Kong, Chang
assumes a partnership responsibility and in that way (1995:4) noted that the PTA:
participate in the education of their children. The
Federal Republic of Nigeria in its National Policy on provides a means for the parents and teachers to work
Education (FRN, 2004:55) recognised the importance together, a channel to articulate their needs, a forum
of parents in the school management when it stated for the exchange of educational views. an urge for the
that “the local people particularly parents will be school to make a parent policy, an opportunity for
encouraged to participate in school management”. them to participate in the educational process of their
children, a means to pool the parents' strength in
Across several countries of the world, the PTA plays supporting the school development, a network for the
several roles in schools (Onderi & Makori, 2013). parents to meet and exchange their views on the
For instance, in the USA, Lin (2010) reports that education of their children..... and many other
PTAs are involving parents in classroom decisions, positive considerations. In general. PTA is
promoting communication, social events and recognized as an effective means for the
fundraising, and lobbying the state and national enhancement of parental involvement in the
legislation on behalf of the students. In Kenya PTAs educational process.
are involved in monitoring implementation of school

835
Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 4(6):835-841 (ISSN:2141-6990)
Perhaps it is for this reason that Okendo (2012)
regards PTA as one of the community agency in the
education system. According to Obi (2003:186), the
PTA is expected to contribute to school management
in Nigeria in the following ways.
1. To show intimate interest in and concern for
activities for the school as to ensure the
achievement of high moral standards and
academic excellence in cooperation with the
Board of Governors or the school Committee as
the case may be.
2. To promote effective link between the home
and the school.
3. To assist the Board of Governors or the school
Committee in ensuring cordial relationship
between the school and the community.
4. To give moral and financial support to the
school.
5. The P.T.A. may make representatives to the
government authorities in the interest of the
welfare and progress of the school, its student
or staff, but shall not otherwise directly
interfere with day-to-day administration of the
school.
Consequently, the P.T.A. is expected to contribute to
the management of school plant, fund rasing and
raising the moral tone of the school among other
things. In the management of school plants, the PTA
is expected to contribute to the maintenance of school
buildings, equipping of libraries with books,
provision of office equipment and stationeries, and
provision of other range of schools facilities. The
PTA should contribute to raising the moral tone of
the school by assisting in checking students’
indiscipline and participating in developing school
rules and regulations.
In Nigeria, in the past, Aderomo (1980) noted that the
Parents Teachers Association have participated in
providing resources and counselling services to
school children through the advices they give to their
children, ensuring adequate family environment,
visiting schools as resource person to counsel
children or even liaising with teachers and school
counsellors to curb students’ maladaptive behaviour.
Obi (2003) stated that the PTA, where they are
functional built classroom blocks, provided funds for
schools activities, recruited staff for schools, and
participated in schools decision-making. These
efforts of the PTA members greatly helped in the
provision and management of resources in secondary
schools.
STATEMENT OF THE PROBLEM
The current trend in many secondary schools in
Anambra State tends to makes one to wonder if the
P.T.A. is still making useful contributions to school
management. A number of incidents like students
going to school as late as 10.am; hanging about in
836
school uniforms during school hours in obscure
places; dilapidated structures in the schools; lack of
libraries, well equipped laboratories, adequate
classroom blocks and essential amenities (Uzoechina
& Obidike, 2007), make it appear that the PTA has
not been very useful in the management of school
plant and raising the moral tone of the school. Some
parents show indifference and disregard to the PTA.
They remain weak and poorly linked in the chain,
and have not accepted Parents- Teachers Association
as an instrument for educational progress. Such
parents only pay the P.T.A levy when forced and go
on to complain that the school administration extorts
money from them. When meetings are conveyed,
many teachers and fathers absent themselves, leaving
only mothers or their house helps who might have
nothing to contribute to the meeting. The extent to
which such parents would contribute to school
management is doubtful.
OBJECTIVES OF THE STUDY
The main objective of this paper is therefore to
ascertain through the opinion of male and female
principals in Anambra State secondary schools, the
extent to which P.T.A. contributes in the
management of secondary schools. Specifically, the
paper sought to determine the contributions of the
PTA to school plant management and raising the
moral tone of the school as perceived by principals.
RESEARCH QUESTIONS
The following research questions guided the study:
1. To what extent does the P.T.A. contribute to
school plant management in secondary
schools in Anambra State as perceived by
male and female principals?
2. To what extent does the P.T.A. contribute to
raising the moral tones of secondary schools
in Anambra State as perceived by male and
female principals?
Null Hypotheses
The following null hypotheses were formulated and
guided the study. They were tested at 0.05 level of
significance.
1. There is no significant difference between
the mean ratings of male and female
principals on the extent of P.T.A’s
contribution to school plant management.
2. There is no significant difference between
the mean ratings of male and female
principals on the extent of P.T.A’s
contributions to curriculum management.
Research Design
The descriptive survey research design was used in
the study. This research design is considered
appropriate by the researcher since it deals with
studying a group of people by collecting and
analyzing data from only a few people regarded to be
Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 4(6):835-841 (ISSN:2141-6990)
representative of the entire group. Descriptive
research design aims at collecting data on, and
describing in a systematic manner, the characteristics,
features or facts about a given population. This
research design is suitable for this study in that the
researcher collected data from secondary male and
female principals on the contributions of the Parents-
Teachers Association in the management of
secondary schools in Anambra State.
Population of the Study
Two hundred and sixty-one principals of senior
secondary schools constituted the population and
sample for this study. Based on data collected from
the Anambra State Post Primary School Service
Commission at Awka in August, 2013, the population
for this study was made up of all the 112 male and
149 female principals of the 261 government-owned
senior secondary schools in the state. There was no
sampling for the study. Since the population of the
study is small, the entire two hundred and sixty-one
principals were involved in the study.
Instrument for Data Collection
The researchers used a questionnaire of two parts
titled –Parents Teachers Association’s Contributions
to the Management of Secondary Schools
Questionnaire (PTACMSSQ). Part A contained two
items on the personal data of respondents. In this
part, the respondent is required to tick in the
appropriate box. Part B consists of 25 items
separated into 2 clusters. Cluster I had 13 items on
school plant management, while Cluster II had 12
items on school moral tone. The items were
structured on a 4-point scale weighted as follows:
Very Great Extent (4 points), Great Extent (3 points),
Little Extent (2 points) and Very little Extent (1
point).
Validation of the Instrument
The validity of the instrument was established by
three experts from Nnamdi Azikiwe University,
Awka; one in Educational Administration, one in
Research and Statistics and the project supervisor.
These experts were evaluated the instrument in terms
of its content, relevance and construction. They were
also requested to evaluate the instrument in respect to
the purpose of the study, the research questions and
hypotheses. The purpose of the study, research
questions, and null hypotheses were given to them as
a guide. They made useful suggestions, which the
researchers adhered to, in the final construction of the
questionnaire.
Reliability of the Instrument
The split half method was used to ascertain the
reliability of the questionnaire items. This involved
administering the same copies of the questionnaire on
837
five principals in secondary schools in Anambra
State, which were, not included in the final study.
The scores obtained from the respondents were split
into odd and even numbers of 12 and 13 items
respectively. Correlation of the sets of scores for the
items using Pearson product moment correlation gave
a reliability of 0.85 for the entire items, which the
researchers considered satisfactory for the study.
Method of Data Collection
Copies of the questionnaire were administered face to
face to the respondents by the researcher and three
research assistants. The researcher and the assistants
visited the schools and administered copies of the
questionnaire on the principals in their offices. They
retrieved the questionnaire copies after the principals
filled them.
Method of Data Analysis
In analyzing the data, which were obtained in the
study, mean scores were used in answering the
research questions. Based on the 4-point rating scale,
the mean of the scale is 2.5. The means scores equal
to or above 2.5 were considered satisfactory whereas
those below 2.5 were regarded as not being
satisfactory. The z-test was used in testing the null
hypotheses at the 0.5 level of significance. This
involved comparing the mean of male and female
principals in all the variables as well as computing
the standard deviations.
In table 1, only six items (1, 2,7,8,9 and 11) have
mean ratings up to and above 2.50, suggesting that in
the perceptions of male and female principals, the
PTA contributes in the areas of school plant
management listed in these items. The remaining
seven items have mean ratings below 2.50. This
indicates that the principals did not consider the PTA
as contributing in those areas. The table equally had
an average mean of 2.35 and 2.31 from the mean
ratings of male and female principals respectively.
The finding is that in the perceptions of male and
female principals, the PTA contributes in school
plant management to a little extent.
Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 4(6):835-841 (ISSN:2141-6990)

Table 1: Opinion of male and female principals on P.T.A contributions to school plant management in
secondary schools
S/N ITEMS Mean

The PTA contributes to : Male Female

principals principals
N=112 N=149 Comment
1. Maintenance of school buildings. 3.32 3.65 Great Extent
2. Building of blocks of classrooms and school halls 2.53 2.66 Great Extent

3. Provision of boreholes. 1.26 1.04 Little Extent

4 Sponsorship of seminars and enlightenment 1.20 1.48 Little Extent
programmes.
5 Equipping of Libraries with Books 2.45 2.43 Little Extent
6 Provision of office equipment and stationeries 2.44 2.35 Little Extent
7 Construction of toilets 3.25 3.12 Great extent
8 Provision of sports facilities 3.19 2.58 Great extent
9 Donation of school prizes 3.19 3.00 Great extent
10 Maintenance of toilets 1.03 1.03 Little extent
11 Donation of generating sets 3.00 2.59 Great extent
12 Sustenance of power supply 2.49 2.44 Little extent
13 Provision of school vehicles 1.17 1.65 Little extent
Average mean 2.35 2.31 Little extent

Table 2: Opinion of male and female principals on the extent to which the P.T.A. contributes in raising schools’
moral tone
S/N ITEMS Mean
The PTA contributes in: Male Female
principals principals
N=112 N=149 Comment
14. reporting students caught at cyber cafes during 2.64 2.53 Great Extent
schools to the principal.

15 participating in developing school rules and 3.41 3.52 Great Extent

regulations
16 reporting teachers that collect illegal levies or request 3.76 3.82 Great Extent
bribery from students.
17 Visiting schools to check teacher attendance to 2.41 2.43 Little Extent
classes
18 Warning their children against loitering in the streets 3.16 3.23 Great extent
during school hours.
19 Controlling examination malpractice 2.42 2.43 Little extent
20 Ensuring that students are always properly 3.25 3.81 Great extent
dressed.
21 Accepting punishment of their children in good 2.78 2.83 Great Extent
faith.
22 Visiting morning assembly and talking to students 1.06 1.04 Little extent
on good moral conducts.
23 Bringing information to the school about students 1.07 1.11 Little extent
that register for “outside WAEC” in miracle
centres.
24 Honouring staff invitations to discuss their 3.62 3.93 Great extent
children’s misbehaviours.
25 Insisting that their children repeat classes upon 2.56 2.50 Great extent
poor performance

Average mean 2.67 2.77 Great extent

The analysis from table 2 shows that 8 out of the 12 Table 3: Z-test on the mean ratings of male and
items obtain mean ratings that exceed 2.50. This female principals on the contributions of P.T.A. in
shows that the PTA contributes to a great extent in school plant management
raising school moral tone as far as these items are Gender of No Mean SD Df Cal Critical
concerned. The mean ratings of the remaining five z z
respondent
items are below 2.50, suggesting that with regard to
Male 112 2.35 1.44
these items, the contributions of the PTA are little. principals 259 0.24 1.96
The table equally has an average mean of 2.67 and Female 149 2.31 1.24
2.77 respectively. The finding is that P.T.A. assists in principals
raising the moral tone of the school to a great extent.

838
Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 4(6):835-841 (ISSN:2141-6990)
From the table, the calculated z-test value of 0.24 is
less than the critical value of 1.96 at 0.05 level of
significance and 259 degrees of freedom. This leads
to the acceptance of the null hypothesis. The
researcher therefore concludes that the mean ratings
of male and female principals with regard to the
extent of PTA contributions to school plant
management do not differ significantly.
Table 4: z-test on the extent of PTA’s contributions
in raising schools’ moral tone
Gender of No Mean SD Df Cal z Critical z
respondent
Male principals 112 2.67 1.02
Female principals 149 2.77 1.36 259 0.67 1.96
Table 4 has a z-cal of 0.67 which is less than critical
z of 1.96 based on 259 degrees of freedom and 0.05
level of significance. This shows that the null
hypothesis is not rejected because no significant
difference exists between the mean ratings of the
male and female principals on the extent of PTA’s
contributions to raising schools’ moral tone.
DISCUSSION OF FINDINGS
One of the findings of the study is that the principals
considered the PTA as contributing in school plant
management in secondary schools to a little extent. In
addition, male and female principals did not differ
significantly with regards to the extent of the PTA
contributions in school plant maintenance. In other
words both male and female principals shared similar
views on the issue. This indicates that the PTA
appear not have contributed much to the provision of
bore holes, sponsorship of seminars and
enlightenment programmes, equipping of libraries
with books, provision of office equipment and
stationeries, maintenance of toilets, sustenance of
power supply, and provision of school vehicle. In
contrast with this finding, Ofougwuka (2005) found
out that the PTA contributed in the provision of these
school facilities to a great extent. The finding also
differs from the Hong Kong and Kenyan situations
where Chang (1995) and Onderi & Makori (2013)
found that the PTA made significantly high
contributions to the management of school plant.
This finding might be attributed to the inflation and
economic crisis in Nigeria, which might have made it
difficult for the PTA to be committed in school plant
management as they used to do. It could also be
because principals have not done enough to mobilize
the PTA towards increased participation in school
plant management.
However, the PTA contributes in the construction of
toilets provision of sports facilities, donation of
school prizes and generating sets, maintenance of
school buildings, and building of blocks of
classrooms and school halls. This finding agrees with
839
an earlier finding by Famade (2004) that the PTA
provides facilities in schools. In line with this
finding, Obi (2003) stated that the PTA, where are
functional have built classroom blocks, hostels.
However, a look at the areas where the PTA were
considered useful by the principals would suggest
that although the PTA contributes in the provision of
some school plant facilities, their contributions in the
maintenance and sustenance of the school plant thus
provided is very little. This explains why some
secondary schools have buildings that could house
higher institutions, but the buildings have
deteriorated because of lack of maintenance. In some
schools, generating sets provided by the PTA are not
functional, because of lack of servicing. All these
point to lack of maintenance culture and without
maintaining school plant, no matter how good a
facility is, the facility will deteriorate over time. This
may be partly responsible for the poor state of
libraries and near absence of laboratory facilities in
secondary schools. Therefore, the PTA could be more
useful to schools if they expand their attention to
other areas of school plant maintenance.
Finally, it was found in this study that the P.T.A.
contributed to raising the moral tone of the school to
a moderate extent. No significant difference existed
between the mean ratings of male and female
principals, indicating that both group of principals
considered the PTA to have contributed moderately
in raising the moral tone of the school. Specifically,
The PTA was considered useful in reporting students
caught at cyber cafes during schools to the principal,
participating in developing school rules and
regulations, reporting teachers that collect illegal
levies or request bribery from students, and ensuring
that students are always properly dressed. Other areas
of their contributions are accepting punishment of
their children in good faith, honouring staff
invitations to discuss their children’s misbehaviours,
and insisting that their children repeat classes upon
poor performance. This finding is encouraging
because it shows that parents cared about their
students’ moral standards and discipline. Ofougwuka
(2005) also found out the PTA assists in developing
adequate rules and regulations and helps in
controlling loitering to a great extent.
However, the responses of male and female
principals indicate that the PTA were not useful with
regard to visiting schools to check teacher attendance
to classes, controlling examination malpractice,
visiting morning assembly and talking to students on
good moral conducts and bringing information to the
school about students that register for “outside
WAEC” in miracle centres. This suggests that the
PTA neglected these areas, a neglect that would not
promote high moral tones for secondary schools. This
is because the increase in cases of pornography
viewing at cyber cafes, examination malpractice, and
 Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 4(6):835-841 (ISSN:2141-6990)
students’ rush for miracle centres has the potential to
endanger national development if left unchecked.
Jaiyeoba and Atanda (2004) noted that the problems 4.
of students such as examination malpractice require
the concerted efforts of the school and the PTA for
solutions. Therefore, for the PTA to be contribute
less in solving the problems of examination
malpractice explains why there is an increase in the 5.
prevalence of the problems. Even worse, Famade 6.
(2004) observed that parents and teachers also aid
students in examination malpractice. Where this
could lead in future, no one can tell.
IMPLICATIONS OF THE FINDINGS
The findings of this study have some implications for 7.
educational management and policy. One of such
implications is that the PTA appears to have made
little contributions to the provision of bore holes,
sponsorship of seminars and enlightenment
programmes, equipping of libraries with books,
provision of office equipment and stationeries,
procurement of land for the school, sustenance of
power supply, and provision of school vehicle. This
implies that the PTA has not performed quite
impressively in school plant management in
secondary schools. Therefore, the PTA could be more
useful to schools if they expand their attention to
these areas of school plant management.
For the PTA to make little contributions to problems
of schools visitation and examination malpractice has
the implication of increasing the incidences of
teacher absence from classes and examination
malpractice among students. The PTA could be more
useful especially in visiting morning assembly and
talking to students on good moral conducts, checking
teacher attendance to classes, and reducing their
children’s examination malpractice tendencies.
CONCLUSION AND RECOMMENDATIONS
From the findings of the study, it was apparent that
the PTA contributed to school plant management to a
little extent. It was also found that the P.T.A. made
moderate contributions in raising the moral tones of
the secondary schools. Based on the findings of this
study, the following recommendations are made:
1. The State Education Commission and Ministry of
Education in Anambra State should formulate
relevant policies to compel school PTAs to be more
useful to schools management.
2. The PTA and educational administrators should make
concerted efforts to improve and sustain the
contributions of the PTA in raising school’s moral
tones.
3. Parents cannot delegate their responsibility of
guiding their children. Therefore, the PTA should
refuse situations where house helps are sent to
represent parents in school programmes. Simply, the
school authority and officers of the PTA knowing
840
individual homes and making personal contact with
some of the parents would help this situation.
Government should implement some important
incentives such as publication of names of school
PTAs that demonstrate outstanding contributions to
the administration of secondary education, in order to
motivate other school PTAs.
Principals and teachers should encourage good
rapport between them and the PTA. They should
make PTA meetings a good avenue through which
issues and strategies for effective PTA involvement
in secondary education management should be
formulated and explored.
LIMITATIONS OF THE STUDY
Some limitations, which might affect the wide
applicability of the findings, include the following:
1. This study was limited to only the use of
questionnaire. The interview method was not
used to further understand how the principals
perceived PTA contributions to school
management.
2. The study investigated only the contributions of
the PTA based on the views of the principals.
The views of teachers as members of the PTA
were not investigated. In addition the
determinants of such contributions and strategies
for improving the extent of contributions were
not investigated.
REFERENCES
Aderomo, P. (1980). Sources of educational
financing in Nigeria: A strategic menu for the 21st
Century. In Oriafo, S and Gbenedio, U. (Eds.)
Towards education in Nigeria for the 21st century.
Benin City: University of Benin Press. Pp. 129-145.
Chang, Wing-ping (1995). The impact of the Parent-
Teacher Association (PTA) on a secondary school in
Hong Kong. Unpublished Dissertation University of
Hong Kong.
Dunne, M., Akyeampong, K., & Hamphreys (2007).
School processes, local governance and community
participation: understanding access. Consortium for
research on education, acess, transition and equity.
CREATE PATHWAYS to Access. Research
Monograph, No. 6. Retrieved on 17th November 2013
from http://www.create,rpc.org/pdf_documents
/PT6.pdf
Famade, O.A. (2004). Harnessing the potentials of
stakeholders in the development of Nigerian
Education System. In Famigbaye, E.O; Babalola, J.B,
Fabunmi, M and Ayeni, A. (Eds.). Management of
primary and secondary education in Nigeria. (pp 81-
92) Ibadan: Codat Publications Limited.
Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 4(6):835-841 (ISSN:2141-6990)

Federal Republic of Nigeria (2004). National policy
on education. Lagos, Nigeria. NERDC press.
Garry, J. D. (2007). Parental involvement in
education. New York: McGraw-Hill.
Van Wyk. N (2007). The rights and roles of parents
on school governing bodies in South Africa.
International Journal about Parents in Education.
1(0):132-139.

Glatter, R., Preedy, M., Riches, C., & Masterton, M.

(1988).

Jaiyeoba, A. O, & Atanda, A. I. (2004). Community

participation in the provision of facilities in
secondary schools in Nigeria. In E.O Famigbaye; J.B
Babalola: M. Fabunmi, & A. Ayeni (Eds.).
Management of primary and secondary education in
Nigeria. Pp 263-270. Ibadan: Codat Publications
Limited.

Lin, R. (2010). The role of parent teacher

associations. Retrieved on 17th November 2013 from
http://www.ehow.co.uk/about66772338role-.......
html

Obi, E. (2003). Educational management. Enugu:

Jamoe Enterprises.

Ofougwuka, A. (2005). Appraisal of the roles of PTA

in primary school administration in Onitsha Zone.
Unpublished M. Ed Thesis UNIZIK Awka.

Okendu J (2012). The role of school boards, schools

heads and parents teacher association in effective
management of public schools. Journal of education
and practice (Online) 3(8)2012

Onderi, M. (2012) Differential perceptions,

challenges, conflicts and tensions in the role of Board
of Governors (BOG) and Parent-Teachers
Association (PTA) in Sub-Saharan Africa: A case of
Kenyan Secondary Schools. Educational Research. 3
(1) January 2012.

Onderi1, H. & Makori, A. (2013).Training needs of

BoG and PTA on school leadership and management
in Kenya’s secondary education: A study of a district
in the Kisii County of Kenya. Global Advanced
Research Journal of Social Science 2(3) 064-077

Republic of Kenya (2005). Kenya: Ministry of

education: Education sector support programme
2005-2010: Delivery quality education and training
to all Kenyans. Retrieved on 17th November 2013
from [http://www.planipolis.iiep.unesco.org/
upload/kenya/kenya%20KESS
p%20FINAL%202005.pdf

UNICEF (2009). Chapter 4: school and community

child friendly schools. Retrieved on 17th November
2013 from http://www.unicef.org/devpro/files/
CF5Manual_ch04_052009.pdf

841