Influence Of Parents Participation In School Management On School Culture

Influence Of Parents Participation In School Management On School Culture (Obong)
Abstract
This study focused on the impact of accounting on organization effectiveness using Secondary schools in Abuja Municipal Area council as case study. The study is was specifically focused on establishing the influence of parents’ participation in decision making on students’ academic performance in Abuja Municipal Area council, establishing the influence of parents’ participation in school financing on students’ academic performance in Abuja Municipal Area council, examine the influence of parents’ participation in motivating learners on students’ academic performance in Abuja Municipal Area council and to establish the influence of parents’ participation in maintenance of school infrastructure of schools on students’ academic performance in Abuja Municipal Area council. The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent are staff, parents and students of selected Secondary schools in Abuja Municipal Area council.
Table of Content
- Title Page
- Certification
- Dedication
- Acknowledgement
- Table of Content
- List of Tables
- Abstract
Chapter One:
Introduction
- 1.1 Background of the Study
- 1.2 Statement of the Problem
- 1.3 Objective of the Study
- 1.4 Research Questions
- 1.5 Research Hypothesis
- 1.6 Significance of the Study
- 1.7 Scope of the Study
- 1.8 Limitation of the Study
- 1.9 Definition of Terms
- 1.10 Organisations of the Study
Chapter Two:
Review of Literature
- 2.1 Conceptual Framework
- 2.2 Theoretical Framework
- 2.3 Empirical Review
Chapter Three:
Research Methodology
- 3.1 Research Design
- 3.2 Population of the Study
- 3.3 Sample Size Determination
- 3.4 Sample Size Selection Technique and Procedure
- 3.5 Research Instrument and Administration
- 3.6 Method of Data Collection
- 3.7 Method of Data Analysis
- 3.8 Validity of the Study
- 3.9 Reliability of the Study
- 3.10 Ethical Consideration
Chapter Four:
Data Presentation and Analysis
- 4.1 Data Presentation
- 4.2 Analysis of Data
- 4.3 Answering Research Questions
- 4.4 Test of Hypotheses
Chapter Five:
Summary, Conclusion and Recommendation
- 5.1 Summary
- 5.2 Conclusion
- 5.3 Recommendation
- References
- APPENDIX
- QUESTIONNAIRE
Chapter One
Introduction
1.1 Background of the Study
Education management is based on authority, freedom, orderliness and managerial dynamics and always has an aim. It can be described as a specific type of work in education which comprises those regulative tasks or actions executed by a person or body in a position of authority in a specific field or area of regulation, so as to allow formative education to take place (Simango, 2006). For the purpose of this study, the parent involvement in management of implies all management activities undertaken by the school managers, together with their management teams, with the intention of involving parents in their children’s education so that effective teaching and learning can take place. Management activities include planning, organizing, coordinating, leading and controlling parent involvement practices initiated in schools.
A parent is one of the most important pillars upon which the education of a child should be placed, and without parental support in education the child may experience great difficulty in his or her academic achievement and later on in life. Parent involvement in school management is one factor that has been consistently related to a child’s increased academic performance (Hill and Craft, 2003). While this relation between parent involvement and a child’s academic performance is well established, studies have yet to examine how parent involvement increases a child’s academic performance. The role of parents in school management today is rooted in the Education Policy and their responsibility revolves around financial mobilization, discipline and monitoring the performance of the school. Parents are said to be partners, clients, consumers and educational assistants in as far as management of schools is concerned (Thomson, 2001). However, in Sub -Sahara Africa, due to extreme poverty and financial constraints, there have been challenges in the provision of education. Many countries reported difficulties in recruiting and retaining qualified teachers, especially for teaching Mathematics and Sciences, (Bregman and Armstrong, 2003). Due to poverty in the developing world and more so in rural areas, parents may not afford providing school materials or paying tuition fees which fund is used to pay teachers, buy scholastic materials and laboratory equipment, or provide for the welfare of teachers and students in order to contribute towards the achievement of academic success.
Academic performance has been defined by Kaggwa (2003) and the World Bank (2002) as the quality and quantity of knowledge, skills, techniques and positive attitudes, behaviors and philosophy that students achieve. This achievement is evaluated by the mark or grade that students attain in tests or examinations done at the end of the topic, term or year or education cycle World Bank (2002). Therefore, the quality of the grades and the number of students that pass in various grades, determine the level of academic performance. In schools, academic performance is a concern of people who have vested interest in schools. These may include parents, students, the staff, proprietors and the entire society that forms the school as a system or community.
Management has been defined by Sapre (2002), quoted by Bush (2003) as a set of activities directed towards efficient and effective utilization of resources in order to achieve organizational goals. Secondary school management in particular refers to the application of management theory and practice to educational institutions (Okumbe, 2008). Managerial functions include planning, organizing directing, controlling resources, staffing, coordinating reporting and budgeting (Koontz and O’Donnell 2006). In this study parents participation in school management was evaluated in relation to financing or organizing resources, disciplining, budgeting, and implementation of school policies as the major managerial functions in which parents mainly involve themselves and which aspects may directly affect students’ academic performance.
It is widely recognized that if students are to maximize their potential from schooling they will need the full support of their parents. Attempts to enhance parental involvement in education occupy governments, administrators, educators and parents’ organizations across North America, Australasia, continental Europe, Scandinavia and the UK. It is anticipated that parents should play a role not only in the promotion of their own children’s achievements but more broadly in school improvement and the democratization of school governance. The European Commission, for example, holds that the degree of parental participation is a significant indicator of the quality of schooling.
In England, the Government’s strategy for securing parental involvement was first set out in the 2007 White Paper, ‘Excellence in Schools’. The strategy described there included three elements providing parents with information, giving parents a voice and encouraging parental partnerships with schools. In a study carried out by Feyfant and Rey (2006) in Scottish schools, it was concluded that for more than 10 years now, parents’ role in school was the main factor responsible for ‘school market’ in this sense meaning the popularity of the school. From Kenyan’s experience, the popularity of schools is so much linked to how many first grades (academic performance) a school may achieve in given consecutive years. This prompted the researcher to find out the extent to which failure or success in academics may be attributed to parents’ participation in school management. This strategy has since been played out through a wide range of activities including; the enhancement of parent governor roles, involvement in inspection processes, provision of annual reports and prospectuses, the requirement for home-school agreements and the provision of increasing amounts of information about the curriculum and school performance.
In a study carried out in USA by Marschall (2006) among Latino students in Chicago, it was discovered that parental school involvement increases parent skills and information which equip them to assist their children in school related activities when they come back home. To this end, Lareau (2006) adds that when parents are involved in their children’s schooling, they meet other parents who provide them with information on school policies, and practices. Besides that, when parents and teachers interact, teachers learn about the parents’ expectations for their children and their children’s teachers. However, both Marschall and Lareau don’t explain what may happen to students’ academic performance if parents’ are done away with in school related activities. While agreeing with the two authors, the study intended to discuss what might happen to students’ academic performance if parents are not considered as partner in academic related activities in schools.
In Uganda, the Education Act 1969 shows that parents’ responsibilities among others include participation in the promotion of discipline, provision of learning materials, teachers welfare, structural development and caring for children. Although the Government white paper (2002) doesn’t legalize parent participation in school management, it does not contradict it either but simply recommends parents’ role play. This suggests that parental participation in school management is desirable and could lead to improved academic performance among other benefits.
At present, the Kenyan education system is experiencing the challenge of providing access to quality education to all children of school-going age on an equitable basis (Republic of Kenya, 2011). Parental involvement is the awareness of and participation in schoolwork, understanding of the interaction between parenting skills and student success in schooling and a commitment to consistent communication with teachers about students’ progress (National Middle School Association Research Summary (NMSA), 2006). Research undertaken recently has led to a paradigm shift from exclusive professionalism and opened up discussion on the importance of parental involvement and that parents have the right to play an active role in their children’s education. According to Symeou (2003) parents, at nearly all levels, are concerned about their children’s education and success and want advice and help from schools on ways of helping their children. Quiocho and Daoud (2006), and Brannon (2008) note that parental involvement leads to higher academic achievement and improved perceptions of children’s competence. They add that the increasing evidence of the sustained benefits of parental involvement in the higher primary grades and in high school, calls for continued research in this area and the necessity of implementing parental involvement programs at all levels of school education.
1.2 Statement of the Problem
Poor academic performance of student has been of great concern to educationists, parents and counselors in particular (McCellandd, 2000). Despite all parent’s participation in management of public secondary schools mounted in schools to improve the students’ academic performance, poor performance are still recorded yearly in Nigeria and it has become necessary to find out the cause of such poor performance. This mean score is still quite low as compared to other topping divisions in the country (Ministry of Education, 2013). Hence this background creates a need to study on the influence of parents participation in school management on school culture. Research conducted by scholars on academic performance has consistently shown that parents participatory in motivating learners, offering financial support, making some decisions in the management and assisting in infrastructure is crucial and important in predicting learners educational achievement (Gun and Klebanov2007). However not much studies has been carried out by scholars on Nigeria. How has this influence the educational achievement of students.this therefore creates a gap to find out how parents participation influences educational achievement of the students. It is therefore based on this background that this study intends to investigate the influence of parents participation in school management on school culture.
Although many school administrators in the area are already complaining that their efforts to improve the quality of education are being frustrated by lack of infrastructure, scholastic materials poor staff remuneration and they feel that the burden of improving students’ academic performance is being left to them. Therefore, the researcher in this study was motivated to investigate the influence of parental participation in school management on students’ academic performance. Existing literature suggests that parental involvement has an influence on students’ academic performance (Eita, 2007). There is, therefore, need to analyze the influence of parents participation in school management on school culture.
1.3 Objectives of the Study
The purpose of this study is to establish the influence of parents participation in school management on school culture. Specifically, the study aims:
- To establish the influence of parents’ participation in decision making on students’ academic performance in Abuja Municipal Area council
- To establish the influence of parents’ participation in school financing on students’ academic performance in Abuja Municipal Area council
- To examine the influence of parents’ participation in motivating learners on students’ academic performance in Abuja Municipal Area council
- To establish the influence of parents’ participation in maintenance of school infrastructure of schools on students’ academic performance in Abuja Municipal Area council
1.4 Research Questions
- Does parents’ participation in decision making have any influence on students’ academic performance in Abuja Municipal Area council?
- Does parents’ participation in school financing have influence on students’ academic performance in Abuja Municipal Area council?
- Does parents’ participation in motivating learners have influence on students’ academic performance in Abuja Municipal Area council?
- Does parents’ participation in maintenance of school infrastructure of schools have influence on students’ academic performance in Abuja Municipal Area council?
1.5 Hypothesis of the Study
- Ho: There is no significant relationship between parents’ participation in decision making and students’ academic performance in Abuja Municipal Area council ?
- Hi: There is a significant relationship between parents’ participation in decision making and students’ academic performance in Abuja Municipal Area council ?
1.6 Significance of the Study
The findings of this study helps in developing awareness and understanding among the stakeholders on the the influence of parents participation in management of public secondary schools on academic performance. The secondary school administrators may use the findings to be able to diagnose the various areas of parental involvement that are weak and therefore seek to remedy the gaps through the support of Parents Teachers Associations (PTA) and community leaders. Offer to stakeholders (including education planners and managers at all levels, parents and students) information on the current level of involvement of parents in management processes and what enhances or hinders effective school management especially in rural schools. The teachers may use the findings to identify the areas of parental involvement that they need to strengthen. Parents may use the findings to redefine their role in the education of their children especially in improving school effectiveness. Motivate other scholars and researchers to carry out research in other areas in order to establish acceptable ways of parental participation in secondary school management. Guide education policy makers and education planners about the roles of particular stakeholders in the management of secondary schools. The Ministry of Education may use the findings and recommendations in policy formulation on effective parental involvement programmes in schools. The findings are also expected to be useful to the Nigeria Government as they may help to implement policies that would address the challenges faced by the society of a violent young generation.
1.7 Scope of the Study
This study examines influence of parents participation in school management on school culture. hence, this study will be delimited to selected secondary schools in Abuja Municipal Area council.
1.8 Limitations of the Study
This study may not be generalizable to other divisions. Nevertheless, the underlying theoretical assumptions and methodology of this study, as well as the findings of this study should be of assistance to the parents who have children in schools.
Furthermore, this study may require respondents to divulge important details about parents’ involvement in the education of their children, which to some may be very sensitive, and few people may be willing to open-up and provide reliable information needed by this study. To prevent this, the researcher addressed the significance of the study findings to the respondents as well as indicating that the findings was entirely used for academic purposes. Others may view the study as a way of exposing their parent’s weaknesses and may choose to abstain from taking any active role in the study given the sensitive nature parents’ involvement in the education of their children. In such cases, the researcher explained the relevance of the study that informed the policy makers on education policy reforms geared towards enhancing parents’ involvement in the education of their children.
1.9 Definition of the Terms
Academic Performance:
Student’ academic performance in this study means the average of students’ scores on standardized examinations.
Discipline:
In this study is the system of rules and behavioral strategies appropriate to the regulation of children and the maintenance of order in schools. Its aim is to control the students’ actions and behavior in academic performance.
Management:
‘management’ is the process of managing that is, being in charge; administering; succeeding in doing something despite obstacles; exercising control or dominion, often in a tactful manner; and contriving to carry on despite difficulties. It is the skilful and/or resourceful use of material and time. In this study management is a process of working with individuals and groups and other resources to accomplish institutional goals.
Motivation:
Implies the degree to which a person wants to work well in his or her job, in order to achieve satisfaction
Parent involvement:
Parent involvement is active and willing participation of parents in a wide range of school-and home-based activities which may be educational or non-educational. It extends from supporting and upholding the school ethos to supervising children’s homework at home. Parent involvement in this study implies mutual cooperation, sharing and support of teaching and learning for learners’ scholastic success.
Parent:
This term is not limited strictly to birth parents in this study. It refers to any adult in a child’s life who has accepted the responsibility of caretaker.
Performance:
Performance involves acquisition of knowledge attitude and skill by students in class and its being examine with assessment tests
School Infrastructure:
School infrastructure are the materials, resources needed to impact formal education.
1.10 Organization of the Studies
The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter (chapter five) contains the summary, conclusion and recommendation.
Chapter Five
Summary, Conclusions and Recommendations:
5.1 Introduction
This chapter summarizes the findings on the influence of parents participation in school management on school culture using Secondary schools in Abuja Municipal Area council as case study. The chapter consists of summary of the study, conclusions, and recommendations.
5.2 Summary of the Study
In this study, our focus was on the impact of accounting on organization effectiveness using Secondary schools in Abuja Municipal Area council as case study. The study is was specifically focused on establishing the influence of parents’ participation in decision making on students’ academic performance in Abuja Municipal Area council, establishing the influence of parents’ participation in school financing on students’ academic performance in Abuja Municipal Area council, examine the influence of parents’ participation in motivating learners on students’ academic performance in Abuja Municipal Area council and to establish the influence of parents’ participation in maintenance of school infrastructure of schools on students’ academic performance in Abuja Municipal Area council.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent are staff, parents and students of selected Secondary schools in Abuja Municipal Area council.
5.3 Conclusions
With respect to the analysis and the findings of this study, the following conclusions emerged;
Parents have a role to play in the decision making of these resources available in schools, since they are expected to contribute towards the preparation of their children for academic excellence.. Besides the issue of parents supporting their children in school, however, is the issue of parental participation in the management of the schools that their children attend. It is in this regard that the findings of the study depart from the findings of earlier researchers into parental participation in schools and its implications for school effectiveness.
Specifically, critical consideration of the findings of the study indicates that although the parents are involved in supporting their children’s school education in some ways, generally speaking, they are not involved in the management of these schools.
5.4 Recommendation
Based on the findings the researcher recommends that;
- Government should make a policy directing parents to participate in the management of these schools (on top of supporting the children in the ways that they were found to be supporting them). On the other hand parents should make it possible for them to do so.
- This could be done through encouraging the parents to take up specific roles in school management and indicating the values of their involvement in school management let alone making it possible for them to participate in school managerial activities through conducting the managerial functions in which they are involved in ways and in modes of communication that the parents comfortably understand.
- It was recommended that the school committee should be provided with autonomy to hold school personnel responsible. Therefore, the members need to have appropriate qualifications for their appointment or selection of their membership in the committees.

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