CHAPTER ONE

1.0 INTRODUCTION

1.1 Background to the Study

The school as a social institution and agent of socialization needs to

have a good relationship with immediate and far communities. Symbiotic

relationship always exists between the school and the society which leads

to the success of the two. Bakwai (2013) is of the view that school-society

relationship is a two-way symbiotic arrangement through which the school

and society cooperate with each other for realization of goals of the

community and vice versa. Therefore, a school is a mini society that needs

a good relationship with the immediate community for it to function

effectively. On the other hand, the society also needs school for its survival

and progress. Madumere (2010) is of the view that the school as a social

system means that the school is part and parcel of the society. Madumere

adds that the sociologist sees the school as belonging to the community that

builds it. The schools which have the responsibility of molding, raising and

shaping responsible individuals in the society do not exist in a vacuum and

may not work effectively without the host community. The needed

efficiency and effectiveness of a school as an educational institution may

not be possible if the influence of the school community is not taken into

consideration in the process of teaching and learning. The responsibility of

influencing and shaping the behavior of youths is a collective responsibility

of both the school and the community where the school is situated. The

1
exchange of ideas between the school and the community on educational

plans, policies, programmes, means and ends is necessary if

accomplishment of educational goals is to be possible.

It is also pertinent to note that although the cordial relationship

between the school and society can be seen as a pre-requisite for achieving

a meaningful educational objective in our society and Nigeria at large, most

schools within the study area do operate without the school PTA, old

students' associations are not working, the school heads are always working

alone without the assistance of school committees. To worsen the situation,

there are speculations that most schools' board of governors which would

have been up and doing especially in the area of formulation of rules and

regulations and governing of the schools are there in name but not

functioning. The schools' host communities do not care much about what

the schools are doing and how they do it. The management of these schools

becomes difficult hence the values of the host societies do not always seem

to be same with those of the schools. With the type of relationship between

schools and their host societies on ground, discipline of students, provision

of school facilities, and quality and quantity of teachers among other issues

affect the management of secondary schools. The school head and staff

need to have a good working relationship with the community in order to

effectively achieve the general and specific objectives of the school.

Management on the other hand according to Adeleke (2001)

involves planning, controlling, organizing, staffing, and leading,

2
coordinating and directing the available resources for the achievement of

predetermined goals. It is the functional process of accomplishing the goals

of the organization through the help of others. It then means management is

the process that is concerned with the effective and prudent utilization of

the available resources in an organization in order to accomplish specific

goals. Okwori and Ede (2012) looks at management of schools as the art of

being able to handle carefully, without being wasteful, what goes on in the

process of educating people so that nothing goes out- of- hand.

With effective school-society relationship, a series of planned

activities through which the school seeks to learn about its community, to

inform the community about, and interpret when necessary the purpose, get

them involved in programmes, problems and needs of the school, a high

degree of understanding and goodwill can be achieved between the school

and the society. It therefore means that school-society relationship is that

mutual understanding which binds the school and people, materials and

other resources together and creates a favorable school environment for

effective and efficient achievement of educational goals.

1.2 Statement of the Problem

Since, schools are established for serving societal needs; it becomes

necessary that a good relationship must exist between the school and the

community it is meant to serve. School community relationship can be seen

as the co-ordination of the efforts of people in the community and those in

the school towards the achievement of the broad and specific goals of

3
education. The school- community relationship involves the inter-linkage

association and cooperation between a school and the host community. It is

also concerned with bringing human resources in the community and

school for effective and functional school management and administration

of the school with its central focus on the enhancement of teaching and

learning. Through appropriate school-society relationship, the school

comes into factual contact with the community thereby issues are addressed

accordingly. It is common these days to hear community members

assisting in the discipline of the students; assisting the schools in

development of structures and participating in critical decision making for

the welfare and well being of the school. It is against this background that

this study intends to investigate the influence of society in management and

administration of secondary schools in Nigeria and the attitude of school

heads on society (a case of study of Gwagwalada Area Council).

1.3 Purpose of the Study

The main purpose of this study is to investigate the influence

of society in management and administration of secondary schools in

Nigeria and the attitude of school heads on society (a case of study

of Gwagwalada Area Council). The specific purposes will include to:

i. determine the influence of the society on the management and

administration of secondary schools in Nigeria

ii. find out the role of the society on the management and

administration of secondary schools

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 iii. determine the attitude of school heads towards the society on the

management and administration of secondary schools

iv. find out if there is any barrier to effective school-community

relationship

1.4 Research Question

The following questions will guide this study

1. What is the influence of the society on the management and

administration of secondary schools in Nigeria?

2. What is the role of the society on the management and

administration of secondary schools?

3. What is the attitude of school heads towards the society on the

management and administration of secondary schools

4. What are barriers to effective school-community relationship

1.5 Scope and Limitation of the Study

The study investigate the influence of society in management and

administration of secondary schools in Nigeria and the attitude of school

heads on society (a case of study of Gwagwalada Area Council). The study

will cover secondary schools in the Gwagwalada Area Council of the FCT,

Abuja. The major limitation of the research is time constraint.

1.6 Significance of the Study

The study when completed will benefit the following stakeholders:

School Heads; Society, Students, Policy makers, other researchers.

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The findings of this study may help school heads their roles and to the

society. This will further expose them to various ways of interaction and

will make them improve in their attitude towards the society

The findings of this study will make the society feel important to schools as

they will be carried along in the day to day activities of the school. This

will also make them replicate their responsibilities to the school.

The findings of this research may be of great help to secondary school

students as they will get to understand the influence of the society they

come from in the management and administration of schools. It will further

help them identify the relationship between school heads and the society.

The findings of study will help policy makers get to know how they will

involve the society in making any decision. It will also help them spell out

the right attitudes expected of school heads form every society they find

themselves.

This study when completed will serve as reference materials to other

researchers in this field.

1.7 Operational Definition of Terms

The following terms were operationally defined as used in the study:

Society: This is a system, with a set of goals to achieve, different

components (sections) with distinct functions

Management: this is the activities of setting the strategy of a school and

coordinating the efforts of its employees

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Administration: This is the process through which appropriate human

materials and financial resources are made available for achieving the

objectives of a school

Attitude: A predisposition or a tendency to respond positively or

negatively toward a certain idea. They are conductive to performance.

CHAPTER TWO
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2.0 REVIEW OF RELATED LITERATURE

2.1 Introduction

This chapter reviews the relevant literatures in this study. The review

is organized in the following subheadings: conceptual framework,

theoretical framework, review of previous study and summary.

2.2 Conceptual Framework

The concepts reviewed for this study are:

2.2.1 Concept of Society

Socialization is a process that continues throughout the life of an

individual, and as a process of transmission of culture, it is very complex

and has wide-ranging implications. According to Adeyemo (2009), there

are various agencies, both formal and informal, which directly or indirectly

contribute to the process of socialization. The specific agencies involved in

the process of socialization and the way they contribute to it are to a great

extent relative to the type of society and the level of its development. Thus,

in simpler societies not only is the process of socialization less complex but

also the agencies of socialization are few, simple and informal. But as

societies grow in complexity, the process of socialization also tends to

become complex, with the arrangement for socialization tending towards

more structured, and formalized forms.

In tribal societies, life is based on simple technologies and there is

correspondingly simple division of labour with roles ascribed according to

age and/or sex. The cultural life of such societies may be considered as

8
relatively simple and as a repetitive cycle of generations. Often there are no

special institutions and no professional teachers in tribal communities to

perform the task of initiation, although there might be specific individuals,

such as the tribal priest or the village patriarch who plays a significant role

in 'teaching' the new generation the tribal mores and rituals.

Peters (2009) argued that all societies provide opportunities for the

individual to learn appropriate behaviours and approved group values

through social interaction. In a simple society, the culture is relatively

stable and slow to change. Social status is clearly defined and social roles

limited. The child can learn its culture through direct primary relationships

with his family, his peers and adults beyond his family. He can become

acquainted with almost all aspects of role behaviour through direct

observation and participation in the society. In a complex society where the

culture is rapidly changing, social roles are too numerous and complex for

any individual to learn through informal or incidental social experiences as

described above is difficult. The child in the course of his socialization may

leave behind him much of the status ascribed to him at birth and achieve a

new status of his own. He, therefore, cannot gain all the social learning he

needs, from informal experiences with family, peers, or adults beyond the

family.

2.2.2 The Role of the Society on the Management and Administration

of Secondary Schools

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 The school and community are inseparable and their good

relationship improves the quality of education given to the pupils. Mahuta,

(2007) was of the view that school as a social institution is regarded as

center of knowledge and it possesses the power to mould and shape the

character of individuals in the community. For the school to perform its

role effectively there is a need for good school community relationship.

There are many areas in which school community relationship exist which

aid in the development of education, particularly primary type. The

function of community towards maintaining and supporting its relationship

with school and which ultimately lead to the development of education

cannot be overemphasized. It is a known fact that there can never be a

school where there is no community. The communities normally provide

lands in which the schools are built as well as providing children

enrolment. Nasiru, (2008) and Gital, (2009) were of the view that

community provides school with the land to be established, fund it, provide

facilities to it and help greatly in the improvement of the performance of

pupils and general development of education. Generally, the school utilizes

the community resources for teaching and learning purposes and at the

same time derives its curriculum from the community (Mahuta, 2007).

Agbaje, (2010), Adeboyeje, (2014) and Ogundele, Oparinde and Oyewale,

(2012) were of the opinion that school community relationship have

significant impact on the provision and maintenance of school facilities,

school discipline, teachers job performance, academic achievement of

10
students and overall success of the schools. This clearly shows that school

community relationship exists and helps greatly in the development of

education. In another vein, community maintains its relationship with

school by providing resource mobilization. This is mostly done through the

School Based Management Committees and Parent Teachers Associations.

When there is any urgent need by the school, the community mobilizes

resources from its members. It is through this kind of relationship that

community members donate a lot of materials to their immediate school,

like furniture, teaching materials including note and textbooks, chalk etc.

Sa’ad and Nasiru, (2009) were of the view that community donates many

resources to their immediate schools, particularly primary ones. In addition

to that Adeboyeje, (2014) Oyewale, (2012) was categorically of the view

that community members have significant impact on the provision and

maintenance of school facilities through PTA and other community based

organizations. This also clearly indicates that there is school community

relationship and it assists a lot in the development of education, particularly

primary one. The school has a lot of resources which it uses to develop,

maintain and strengthen school community relationship in addition to its

main role of imparting knowledge and socialization of the younger

generation. Bibire, (2014) was of the view that the impact of the schools on

the community will largely depends on bonds as well as on how the school

systems are organized and degree to which they are organically integrated

with the community needs and aspirations. One of the important resources

11
of the school which aid in strengthening school community relationship

and improves education is allowing community to use school facilities. In

addition to that community members make use of the school compound for

parking their valuables, particularly cars in the night for security reasons.

School halls and play grounds are used by the community for meetings,

conduct of cultural festivities and games. Nasiru, (2008) and Bakwai,

(2013) were of the view that school halls are used for community meetings,

play grounds for games and cultural activities; and the school building for

emergency cases. The school also assists the community in sharing good

information with the public. A lot of messages reach the community

through the schools, particularly in our villages. Pawlas, (2005),

Mitrofanova, (2011) and Bakwai, (2013) were of the view that school pass

vital information to the community and it is normally done through news

release and newsletters. This sharing of information creates better school

community relationship which ultimately improves teaching and learning

and general development of education, particularly primary one. Mahuta,

(2007) was of the opinion that the school community relationship has long

been recognized as a strong tie for the smooth running of the school in the

community. He identifies the role of the school as a community center:

i. The school is a community learning center, a place that serves

as a custodian of the traditional values of the community.

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 ii. The school should endeavour to establish social organizations

and allow members of the community to actively participate in

improving and sponsoring the organizations in the school.

iii. The school should allow for existence of social clubs that are

attractive and creative to the students, parents and community

members.

iv. The school remains a place where the members of the

community consult for issues and problems to be solved or

addressed.

Therefore, school community relationship is very necessary for the

survival, continuity and progress of both the school and the community. It

is also necessary for the development of education, particularly primary

one which this paper capitalized on. It is pertinent for both the school and

community to maintain and strengthen their relationship for the betterment

of themselves and development of education.

In the face of such overwhelming need, what does collaborative

action offer? Most people would agree that it is considerably easier for

children to develop and learn with the support of strong families who in

turn enjoy the support of individuals and institutions in their surrounding

communities. However, the increase in single-parent and dual-income

families -- coupled with the gradual disappearance of village-like

communities -- leaves a growing number of children and families woefully

isolated from helping relationships, peer and emotional support, and access

13
to referral services (Weiss, Woodrum, Lopez, & Kraemer, 2013). When

families, schools, and community institutions (e.g., local businesses,

community colleges, and health agencies) collectively agree upon their

goals and decide how to reach them, everyone benefits. Schools enjoy the

informed support of families and community members, families experience

many opportunities to contribute to their children's education, and

communities look forward to an educated, responsible workforce. Benefits

accrue to the staff of schools and community agencies as well: they can

observe boosts in morale, heightened engagement in their work, and a

feeling that their work will net results. Researchers and practitioners have

documented for some time how schools and communities working toward

common goals can be beneficial. Communities can provide schools with a

context and environment that can either complement and reinforce the

values, culture, and learning the schools provide for their students or negate

everything the schools strive to accomplish (Ada, & Bricker, 2012).

Communities also can furnish schools -- and the students in them -- with

crucial financial support systems as well as the social and cultural values

necessary for success and survival in contemporary society. Finally,

communities have the potential to extend a variety of opportunities to

students and to their families -- social, cultural, and vocational (Bell &

Hull, 2014).

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2.2.3 Influence of the Society on the Management and Administration

of Secondary Schools

In the administration and management of education there is close

interrelationship with other sub-systems of the society like: family;

economy or state. For example, policies of the state influence the

functioning of the system of education in any country. Funds provided by

the system of economy largely decide the structure and functioning of the

system of education. Similarly, the society influences the education system.

It is the educational system that provides the necessary human resources for

the other sub-systems. Thus we can say that education is a sub-system of

society and that it works in close inter-relation with other subsystems of

society.

One of the main aims of the society is to prepare within the children

the essential conditions of its existence and perpetuation. The older

generation exercises certain influences on the school in the societal system

younger generation which is not yet ready for social life, with the objective

of promoting in children the set of physical, intellectual, and moral

behaviours demanded of them by society as a whole. In other words, each

generation tries to pass on its social heritage and cultural tradition to the

next generation. This process is known as the transmission of culture.

Socialization starts right from the early years of a child where he/she is

within the family environment i.e. before schooling starts. What gets

started of as socialization process is inculcation of values — like showing

15
respect for elders, sharing with others, being kind to others, being honest

etc. Observations of behaviour of the family members and the rewards and

punishments attached to certain sets of behaviour reinforce the practices

and attitudes of the family

2.2.3 School Heads

The school heads or principal is the highest-ranking administrator in

an elementary, middle, or high school. Principals typically report directly to

the school superintendent, but may report to the superintendent's designee,

usually an associate superintendent, in the school board. The school heads

have many responsibilities. Principals, are responsible for the overall

operation of a school are often called school leaders. In an era of shared

decision-making and site-based management, the term school leader may

also be used in reference to other school administrators and leaders within

the school such as assistant principals, lead teachers, and others who

participate in school leadership activities (Abiola, 2013). With schools

facing increased pressure to improve teaching and learning, the duties and

responsibilities of principals expanded further to include the responsibility

for leading school reform that would raise student achievement. Success in

leading reforms to increase student achievement often hinged upon a

principal's ability to create a shared vision within the school community

and success in implementing new organizational structures that engage

teachers in shared decision-making (Olabode, 2010).

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 According to Nuela (2009), principals are also responsible for

facilitating their school's interactions with parents and others in the school

community. This responsibility includes working with parents when

disciplinary issues arise, when students are not succeeding academically,

and when parents have concerns. Principals also interact with parents who

serve on school advisory boards, parent/teacher organizations, and booster

clubs. Principals continue to be responsible for the management of their

schools even though their primary responsibility has shifted. One major

management responsibility is school safety. This responsibility includes

ensuring that facilities and equipment are safe and in good working order,

the development of overall school discipline policies and the enforcement

of those policies, and the assignment of supervisory responsibilities among

school personnel. At the elementary level, principals are cognizant of their

responsibility to ensure constant supervision of the very young children in

the school. As students advance into the higher grades, the need for

supervision changes as students mature. The responsibility for supervision

remains high for older students who are handicapped; who are in areas

where the potential for injury is greater such as labs, shops, and athletic

facilities; and who are in situations (field trips, athletic events, etc.) where

additional caution is required.

2.2.4 Attitude of School heads towards the school society

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 Fink and Resnick's (2001) description of how school heads attitudes

across the district are developed as instructional leaders provides another

compelling account. They possess five sets of interrelated strategies which

are: nested learning communities, principal institutes, leadership for

instruction (support and study groups in the community), peer learning, and

individual coaching. School heads represent baby steps in moving the

teaching profession to one engaged in knowledge sharing with moral

purpose.

Hay (2009) analysed leadership including the characteristics of

highly effective school heads. In Nigeria, for example, he identified

thirteen characteristics across four domains: driving school improvement;

delivering through people in the society; building commitment; and

creating an educational vision.

The role of head teacher is stretching, by comparison, to business.

The five domains of leadership they identified were: Teamwork and

Developing Others; Drive and Confidence; Vision and Accountability;

Influencing Tactics and Politics; and Thinking Styles (conceptual and

analytical).

Similarly, and McKee (2002) claim that emotionally intelligent

school heads and emotionally intelligent organizations are essential in

complex times. He identified four domains: self- awareness, self-

management, societal awareness, and relationship management with the

society. Such leaders are aware of their own emotional makeup, are

18
sensitive and inspiring to others in the society, and are able to deal with

day-to-day problems as they work on more fundamental changes in the

culture of the society.

School heads of the future has to be much more attuned to the big

picture, and much more sophisticated at conceptual thinking, and

transforming the society through people and teams (Fullan, 2001).

Adeyanju (2012) argued that effective school heads must possess personal

characteristics of energy/enthusiasm and hope, and five core attitudes of

school heads: moral purpose, understanding change, relationship building,

knowledge creation and sharing and coherence making.

Fullan, (2011) postulate that the relationship between moral purpose and

leadership. According to him, in addition to the direct goal of making a

difference in the lives of students, moral purpose plays a larger role in

transforming and sustaining societal change. Within the society how school

heads treat all others is also a component of moral purpose. At a larger

level, Fullan (2011) argued that moral purpose means acting with the

intention of making a positive difference in the (social) environment. The

goal is system improvement. This means that a school head has to be

almost as concerned about the success of the society as he or she is about

his/her own school. This is so because sustained improvement of schools is

not possible unless the whole system is moving forward. This commitment

to the social environment is precisely what the best school heads must

have.
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2.2.5 Barriers to effective school and community relationship

While it is clear that family-school collaboration has numerous

benefits for all stakeholders, the literature has identified a variety of beliefs

and behaviors that act as barriers preventing families from being actively

involved in the special education process. The barriers, can be divided into

four major categories:

(a) parental knowledge and attitudes, (b) disparity between families and

schools, (c) current family situations, and (d) logistical issues.

(b)Within each of these categories are specific barriers that prevent

effective teaming between schools and families.

Parental Knowledge and Attitudes

Parental knowledge and attitudes barriers include: (a) concerns about

segregation,

a. parental denial of the disability, (c), a lack of understanding

regarding the special education process, and (d) a previous negative

experiences with the school system. Parents believe that an

education with peers is a basic civil right and may feel that their

children are the victims of discrimination when they are provided

separate special education services. Boyd and Correa (2005) report

that African American parents are often uncomfortable with special

education, because they believe that it leads to both academic and

physical segregation for their children that is reminiscent of the

20
 school system before the Civil Rights movement. In addition, the

literature reports that parents want their children to feel like they

belong in their school; separate classrooms and programs prevent a

sense of belonging (Kirmani, 2007).

Secondly, unsuccessful home- school collaboration may result from

parents' denial about their children's disabilities. Parents may experience

feelings of mourning, grief, or depression that will impede their

involvement in the school system (Cartledge, 2012).

Additionally, parents may not understand the school system or the

special education process (Boyd & Correa, 2005). Many parents report not

knowing that early intervention services existed until their children were

diagnosed with a delay. Parents of children in smaller, rural communities

tend to have less understanding of the education system and fewer

resources that can aid in their understanding (Boyd & Correa, 2005).

In addition, some parents of special education students were in special

education themselves as children. They may have had bad experiences

with special education teachers or other professionals in the field and do

not want their children to have similar experiences. If parents correlate

school with negative experiences, they may not be receptive to

opportunities for collaboration with special education professionals

(Obiakor, 2012).

Fox and colleagues (2002) note that, as children transition from early

intervention programs into the public school setting, parents often feel

21
disconnected from the decision making process regarding interventions for

meeting their children's unique needs. Because early intervention services

are focused on the entire family, the change to services that focus on the

needs of the child as a student can be a difficult transition for parents.

Disparity

The second category of barriers to home- school collaboration is

centered around the disparity between families and schools. This category

includes two major barriers: (a) educational and economic differences and

(b) differing languages. According to Campbell-Whatley and Gardner

(2002), educators tend to view families and education through their own

personal experiences. However, the students that they teach often come

from families that have less education and fewer financial resources than

the teachers. When teachers assume that families' experiences are similar

to their own, they make it difficult to connect and have a hard time

understanding students and their families. Additionally, parents who have

less education than school personnel may feel uncomfortable in the school

and choose to avoid interaction with teachers (Campbell-Whatley &

Gardner, 2002; Koch, 2007).

Current Family Situation

The next category of barriers to effective collaboration is family life

situations. Some families are in turmoil and are unable to be actively

involved with the school because they are more focused on the needs of

22
their family. Families may be facing unemployment, substance abuse,

spousal abuse, or homelessness (McDonald, 2010).

Logistical Issues

The final category to effective collaboration between schools and

families is logistical issues that make it difficult for parents to get to the

school or attend meetings and events. The first barrier is parental work

schedules and other time issues (Camp- bell-Whatley & Gardner, 2002;

Hossain & Anziano, 2008; Yamauchi, Lau-Smith, & Luning, 2008). When

parents' work schedules interfere with their abilities to be present in their

children's school, teachers often assume that the parents do not care about

their children; however, this sentiment is not true (Campbell-Whatley &

Gardner, 2002). Secondly, families may not have adequate transportation

to get to the school (Yamauchi, Lau-Smith, & Lun- ing, 2008). These

logistical barriers serve to alienate families from the school, thus

preventing involvement and collaboration.

2.3 Theoretical Framework

This study is hinged on the Bureaucracy Theory

Bureaucratic Management Theory

The study is anchored on the bureaucratic management theory by

Max Webber. A German sociologist who developed the principles of

23
bureaucracy to help his country (Germany) manage its growing industrial

enterprises at a time when it was striving to become a world power

(Ashiru, 2001).

Weber thought bureaucratic organization to be the most rational

means of carrying out imperative control over human beings. Although he

recognizes the importance of personal (Charismatic) leadership, he

concluded that bureaucratic leadership was indispensable for the mass

administration required in a modern society. He, for instance was

unequivocal when he asserts that bureaucratic organization is superior both

in intensive efficiency and the scope of its operations, and is formally

capable of application to all kinds of administrative tasks...bureaucratic

administration is all things being equal, always, from a normal technical

points of view, the most rational type. For the needs of mass administration

today, it is completely indispensable. Weber, thus, advocated five basic

principles upon which bureaucratic system of administration is based.

These principles will be seen and discussed as follows:

1. In a bureaucracy, formal-authority is derived from positions held in

organization. Authority is the power to hold people accountable for

their actions and to make decisions concerning the use of

organizational resources. Authority empowers the superiors to direct

and control their subordinates' behaviours to achieve organisational

goals.

24
2. That in bureaucracy, people should occupy positions based on

performance and merit. But not based on cheap social advantage or

personal contacts. Most organizations in today's Nigeria crumble

because managers fail to take this point into cognizance.

3. The extent of each position's formal authority and task

responsibilities and its relationship to other positions in an

organization should be clearly specified.

4. A hierarchical arrangement of positions in an organization, so that

employers will know whom to report to, and who reports to them.

Managers must create an organizational hierarchy of authority that

makes it clear who reports to whom and to whom managers should

go if conflict arises. This principle is especially more useful in the

armed forces.

5. A well-defined system of rules, standard, operating procedures and

norms must be created, so that behaviours can effectively be

controlled in an organization.

Today, we often think of bureaucracy as vast impersonal

organizations that put impersonal efficiency ahead of human needs. Like

the scientific management theorists, Weber, sought to improve the

performance of socially important organizations by making their

operations predictable and productive (Ashiru, 2001).

2.4 Review of Previous Study

25
 Yaro and Anthony (2017) investigated the influence of school-

community relationship on the management of secondary schools in

Southern Senatorial District of Taraba State. Four research questions and

four hypotheses guided the study. The descriptive survey design was

adopted for the study. The population of the study comprised 1642

secondary school teachers, where 240 was sampled for the study. A 20-

item structured questionnaire titled School- Community Relationship and

Management Questionnaire (SCRMQ) with a reliability coefficient of 0.81

was employed for data collection. Mean scores and standard deviation were

used to answer the research questions, while single factor analysis of

variance (ANOVA) was used to test the hypotheses at 0.05 level of

significance. The study found out that Parents' Teachers' Associations, Old

Students' Associations, school committees and school board of governors

have significant influence on the management of secondary schools. The

researchers recommended that Parents and teachers should not allow the

management of their schools to the hands of the school administrators

alone hence their contribution is vital and necessary for the development of

the schools. School managers should create a conducive environment for

old students associations to effectively operate in their schools and where

they are not in existence, the school heads should find ways of bringing the

old students together for the benefit of the school and the community in

general. Schools should also provide enough advisory committee members

26
that can be able tos guide both teachers and learners to achieve their goals

in life and the objectives of the school.

Bua (2010) investigated the influence of school environment on the

management of secondary school education in Makurdi Metropolis of

Benue State. Two research questions and two hypotheses guided the study.

The survey design was adopted for the study. Four hundred (400) teachers

from 20 grant aided secondary schools in Markurdi Metropolis of Benue

state constituted the sample for the study. The study selected its

respondents using simple random sampling technique. A structured 10-item

four point rating scale questionnaire titled ‘Influence of School

Environment on Management of Secondary School Questionnaire’

(ISEMSSQ) was constructed by the researchers and used to collect data for

the study. The data collected were analyzed using frequency counts,

percentages, mean and standard deviation to answer research questions

while chi-square (x2) test of goodness of fit was deployed to test the

hypotheses at p<0.05 level of significance. The study revealed that there

was a significant influence of leadership style and school-community

relations on secondary schools in Makurdi metropolis of Benue state. It

was recommended that School heads or administrators should adopt the

most appropriate leadership style based on school situation for effective

management of their environment and that schools host communities be

considered in the running of schools, especially in matters concerning

students’ welfare.

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 CHAPTER THREE

3.0 RESEARCH DESIGN AND METHODS

3.1 Introduction

This chapter described the design employed in the study. The chapter

discussed the research design, population of the study, sample size and

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sampling procedures, instrumentation, validity of the instrument, procedure

for data collection and method of data analysis.

3.2 Research Design

This study will employ a descriptive survey design. According to

Saunders (2013), it is a type of research design undertaken with the aim of

describing characteristics of variables in a situation. The descriptive survey

design enabled collection of data without manipulating the research

variables .The descriptive survey design optimized on the strengths of both

quantitative and qualitative research methodology. The survey method

allowed collection of data from a large sample population and generated

findings that were a representation of the whole population at a lower cost.

As a survey, questionnaire will be used to elicit information from the

respondents.

3.3 Population of the Study

Population of this study will comprised all senior secondary school

heads and head teachers in Gwagwalada Area Council, Abuja.

3.4 Sample Size and Sampling Technique

The sample size for this study will be fifty (50) respondents. The

researcher will select each school head and four head teachers from ten

senior secondary schools from the study area. The selection of the head

teachers will be randomly made to ensure fair and equal chance to

respondents.

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3.5 Instrumentation

The instrument for this study was questionnaires. The questionnaire

was designed into two sections. Section A is on the demographic data of

respondents (gender, age, academic qualification and year of teaching

experience) while section B was on the research questions where the

respondents indicated their opinion on the questions asked as they appear to

them. The responses were built on a modified four point likert scale of:

Key: SA =Strongly Agree,

A= Agree,

D= Disagree

SD= Strongly Disagree.

3.6 Validity of Instrument

The drafted questionnaire was examined and corrected by the

supervisor for content validity and ambiguity. Thus, the judgment of the

supervisor formed the basis for the instrument validity. The criticisms and

correction made by the supervisor was noted and the necessary corrections

effected. Based on the comments, corrections and suggestions made by the

supervisor, some of the items were modified, thus, the instrument was

accepted as valid for this research.

3.7 Procedure for Data Collection

The instrument will be administered to the respondents after

receiving the consent of the school heads to carry out the exercise. After

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that, the researcher will give enough time for the respondents to fill the

questionnaire and then retrieved them with the aid of a research assistant.

3.8 Method of Data Analysis

The data collected will be analyzed with simple percentage and

frequency count. The analysis will be based on each of the research

question responded to by the respondents.

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