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THE PLACE OF PARENTS-TEACHERS ASSOCIATION IN SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1       BACKGROUND OF THE STUDY

In the realm of secondary education, the partnership between parents and teachers plays a crucial role in shaping the educational experiences and outcomes of students. At the heart of this collaboration lies the Parents-Teachers Association (PTA), a vital forum that fosters communication, cooperation, and mutual support between parents, teachers, school administrators, and the broader school community. The PTA serves as a platform for dialogue, advocacy, and engagement, facilitating the exchange of ideas, concerns, and aspirations aimed at enhancing the overall quality of education and promoting the well-being of students. Before embarking on an in-depth exploration of the place of Parents-Teachers Associations in secondary schools, it is essential to establish key definitions for clarity and understanding:

Parents-Teachers Association (PTA): A formal organization comprised of parents, teachers, and school administrators, dedicated to promoting collaboration, communication, and partnership in support of the educational mission and goals of the school.

Secondary School: An educational institution that provides instruction to students typically in grades 7 through 12, focusing on the transition from primary education to higher education or vocational pursuits, and offering a comprehensive curriculum tailored to meet the diverse needs and interests of adolescents.

The first generation of secondary schools in Nigeria was established and administered by the missionary bodies with the first secondary school established in 1859 by the Church Missionary Society (CMS). The first government secondary school, King’s College, was established in 1899 (Adesina, 1984). According ing to Ajayi (1999), government’s participation in administration of secondary schools increased considerably in 1903 when a department of education was established for the administration of education in the country. The author posited that over the years, Nigerian governments have been playing a dominant role in secondary school administration particularly in the areas of funding, provision of facilities, supervision, and maintenance of standard among others.

Abdullahi (1996) argued that in the 1960s when schools were not many in Nigeria, governments were able to effectively fund education and only few Parent teacher Associations (PTAs) existed. However, with the advent of numerous problems in the education sector, it became necessary for most of the schools to have PTAs to assist in solving the problems of the schools.

Parent teacher Association is a democratic organization which attempts to bring parents and teachers together in the interest of the child (Ajayi, 1999). It is a formal link of communication on school matters between the teachers and parents. According to Oniyangi (2008), the meeting of this body serves as a forum for the exchange of ideas between teachers and parents about school programmes towards the smooth running of the school and the achievements of the goals of the school.

Abdullahi (1996) highlighted some aims and objectives the national PTA of Nigeria to include provision of platform for parents, guardians, sponsors, and teachers of students of Nigerian primary, secondary and tertiary educational institutions to meet, exchange views deeply, analyze issues, make recommendations, take and effectively pursue implementation of decisions on matters affecting education in Nigeria with appropriate agencies. Cooperating with and support morally and financially various governments and agencies of education to achieve a high standard of academic performance, discipline, morality, service and integrity in Nigerian schools.

Educational system in Nigeria seems to have suffered serious issue of ineffective management especially secondary schools in recent times. Most schools appear to be striving to survive and provide quality education that could produce quality graduates who would be productive in the society. It thus means that most school administrators today are finding it increasingly difficult to effectively manage their schools because certain challenges such as inadequate funding, infrastructural, instructional materials and poor motivation. It also seems that teaching and learning is suffering in quality in most secondary schools. There are also some managerial observed ineffectiveness and inefficiency such as poor processing of admission of students, poor records keeping, ineffective supervision of students, poor handling of disciplinary problems and poor revenue generation from the schools administrators. Such inconsistencies in the management of schools have created so much worry and concern among educational stakeholders which demands investigation and proper attention so as to surmount the problems of management and enhance quality education for the children.

Management is 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 (Okwori & Ede, 2012). In another opinion, Ochai (2013) defines school management is the process by which school administration creates, operates and directs purposive school organization through systematic coordinated and co-operated human efforts. Management is a comprehensive activity involving the combination and coordination of human, physical and financial resources, in a way which produce a commodity or a service which is both wanted and can be offered fix a price which will be paid, while making environment for those involved agreeable and acceptable (Onuh, 2013). On the other hand, school management is the process of deciding what to do in school and getting it done through effective use of available resources (Cotton, 2013). It is also a practical activity involving the determination of aims, allocation of resources efficiently, the maintenance of discipline, making schedules and the evaluation of effectiveness in the school system all involving action (Herr, 2015).

In recent times, Government inability to provide adequate resources as well as create enabling environment that could enhance effective and efficient management of schools has often call for a collaborative efforts of all stakeholders in helping to make the school system function well. Hence the role of Parents’ Teachers Association in the management of schools cannot just be over emphasized. Parents’ Teachers' Association is an association comprises of parents/guardians of students or pupils. They meet annually or quarterly to discuss matters on the educational, moral and spirited well-being of the students or pupils of any learning organization, either at the nursery or primary level or at the secondary level (Onderi & Makori 2013). According to Onderi and Makori, this association is basically made up of two arms, the executive and the general assembly. The general assembly meets at designed times either quarterly or yearly while the executives meet as often as the need arises. The executive arm of this association is made up of duly elected parents or guardians and the school management such as the head teachers, principals and school administrators. In their perspective, Bua and Ivagher (2015) defines Parent Teachers Association (PTA) as an organization of local groups of teachers and parents of their pupils/students that works for the improvement of the schools and the benefit of the pupils/students. It is also seen as an organization of teachers and the parents of their students, as within a public or private school, to promote mutual understanding and to increase the effectiveness of the educational programme.

In the USA, Lin (2010) reports that PTAs are involving parents in classroom decisions, promoting communication, social events and fundraising, and lobbying the state and national legislation on behalf of the students. Obi (2013) posits 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. They help in fund raising, maintenance of discipline, seeing to the welfare of the school and creating a bond between the school, the home, and the community; between the parents and the teachers and building parental involvement at school, and other activities relating to the welfare of the school rather than the progress of individual pupils/ (Microsoft, 2007). In his perspective, Audu (2018) found that Parent Teachers’ Associations have contributed a lot in most of the aspects of schools management such as: provision of instructional facilities, decision making process, and maintenance of discipline, school-community relations, provision of welfare, health, games and recreational facilities as well as communication. Thus, this study is focused on funding and maintenance of discipline.

Funding is seemingly an important role PTAs have been playing in not only supporting schools in achieving her goals but also in enhancing effective management. Funding entails allocating money or material resources to schools by government and non- governmental organizations and individuals (Paul, 2015). Paul further look at funding as the provision of money and other resources needed for effective and efficient management of secondary schools. In a similar vein, Babalola, (2015) states that the United State Embassy in Nigeria categorically identified funding as a major challenge by pointing in its one of its reports that Nigerian educational system suffers from deteriorating quality and insufficient investment to keep pace with the country’s [growing] school-age population. Thus, Right from 1990’s till date, the Parents Teachers Associations (PTA) have played a very significant role in the funding of all the pyramids of the educational system especially secondary education. This is more so that school administrators’ efforts at raising internal revenue to handle some important issues in the schools seems to also have been insufficient. Their power has hijacked much function in the administrative structure of the school system (Ugwulashi, 2012). Ugwulashi further observes that PTA now take responsibility of determining many policies that exist in most schools today for its overall development and also assist the school administrators in the aspect of funding which includes; provision of instructional materials, infrastructural facilities, money and teachers. In their views, Obiabo and Alache (2013), states that education is expensive because money is needed to hire, train and pay teachers; provide facilities (like classrooms, laboratories, studios, workshops) and replace consumable equipment on a continuous basis. Moreover, it is unfortunate that school administrators in their efforts at raising internal revenue, it has not also been easy in effectively managing their respective schools.

Maintenance of discipline is another aspect that Parents Teachers Associations (PTA) seem to influence in the management of secondary schools as observed by the researchers and speculated in the study area by relevant educational stakeholders. Zubaidia (2009) defines discipline in schools as respect for school laws and regulations and the maintenance of an established standard of behaviour and implies self- control, restraint, respect for oneself and others whereas maintenance of discipline entails making sure that the set school laws and regulations are adhered to. In his study, Ali (2018) found that Parent Teachers’ Associations have contributed a lot in most of the aspects of schools management such as: maintenance of discipline, school-community relations, and provision of welfare, health, games and recreational facilities as well as communication. Maduagwu in Bua and Ivagher (2015) states that PTA assist schools in dealing with students disciplinary problems, mobilizing support for school administration from disposed individuals and government. Owobu in Ivagher, Asen and Uwalaka (2019) found in his study that the PTA participate in the maintenance of discipline, motivation of students for academic performance, maintenance of go1o. d community relationship, and provision of basic infrastructure but failed to participate in the administration and organization of academic programme.

However, for the roles played by PTA in the management of schools today, it has become necessary to state that PTA is regarded as one of the community agency in the education system which is making things work and function well (Okendo in Ali, 2018)). Similarly, Obi in Ali (2018) reiterates that these efforts of the PTA members greatly help in the provision and management of resources in secondary schools. T1.he researchers are thus motivated to say that such a situation of PTA contribution in the management of secondary schools may not be an exception in the study area which has prompted the need for this study.

1.2 STATEMENT OF THE PROBLEM

The current trend in many secondary schools in Niger 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 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 are 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.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine the place of parents-teachers association in secondary schools.

Specific objectives include;

1. To investigate the impact of Parents-Teachers Association (PTA) involvement on academic performance in secondary schools.

2. To examine the role of PTA in fostering communication and collaboration between parents and teachers in secondary schools.

3. To assess the effectiveness of PTA initiatives in addressing socio-emotional needs and extracurricular activities of students in secondary schools.

1.4 RESEARCH QUESTIONS:

1. How does active participation in PTA activities influence students' academic achievement in secondary schools?

2. What are the communication channels and mechanisms facilitated by PTA between parents and teachers in secondary schools?

3. To what extent do PTA-sponsored programs and initiatives cater to the socio-emotional well-being and extracurricular interests of students in secondary schools?

1.5 RESEARCH HYPOTHESES:

Hypothesis i

H0: There is no significant correlation between PTA involvement and students' academic performance in secondary schools.

H1: Active participation in PTA activities positively correlates with students' academic achievement in secondary schools.

Hypothesis ii

H0: There is no significant difference in communication effectiveness between schools with active PTAs and those without.

H1: Schools with active PTAs exhibit more effective communication and collaboration between parents and teachers compared to schools without active PTAs.

Hypothesis iii

H0: PTA-sponsored programs have no significant impact on addressing socio-emotional needs and promoting extracurricular activities among students in secondary schools.

H1: PTA-sponsored programs positively contribute to addressing socio-emotional needs and promoting extracurricular activities among students in secondary schools.

1.6 SIGNIFICANCE OF THE STUDY

This study aimed at establishing the activities undertaken by PTA in enhancing discipline in public secondary schools in Nigeria. It also sought to assess the effectiveness of PTA activities in curbing students‟ unrests, restraining rogue students and restoring hope and determination to students exposed to obnoxious environment. In addition the study endeavored to identify innovative strategies in which PTA can employ as they encounter the emerging intricate indiscipline issues.

The findings of the study were expected to provide deep insight to all education stake holders into the role of PTA in students‟ discipline. New and potent methods of dealing with digital era indiscipline cases and in conformity with the Basic Education Act (2013) might be brought forth. The research findings also will influence policy makers in the ministry of education to entrench more powers to PTA in cognizance to its crucial role in enhancing students‟ discipline.

According to KNBS(2011) report on population and housing census, people are increasingly settling in urban centers and day secondary schools in these centers are enrolling more students. This study is therefore of invaluable use to education stakeholders as they tackle students‟ indiscipline issues encountered in these emerging ill planned towns. It will provide more information to school administration on the benefits of parental involvement, and assist head teachers of schools to improve their management skills on discipline matters. It also will provoke the Ministry of Education to detect the problems facing head teachers in dealing with parents, re-examine and clarify the roles of parents vis a vis those of teachers in enhancing discipline in their schools. The students will benefit too as the study aimed to find ways to attend to their grievances in an effort to solve them amicably.

1.7 SCOPE OF THE STUDY

This study aims to investigate the role of Parents-Teachers Association (PTA) in secondary schools within Shiroro LGA, Niger State. It will assess the extent of PTA involvement in school management, decision-making processes, and resource allocation. The study will explore the perceptions of both parents and teachers regarding the effectiveness of PTA activities in enhancing educational outcomes. Data will be collected through surveys, interviews, and document analysis to provide a comprehensive understanding.

1.8 LIMITATIONS OF THE STUDY

Limitations of this study include potential bias due to the subjective nature of perceptions gathered from participants. The findings may be specific to the context of Shiroro LGA, limiting generalizability to other regions. Time and resource constraints may affect the depth of data collection and analysis.

1.9 DEFINITION OF TERMS

1. Parents-Teachers Association (PTA): A formal organization comprising parents and teachers collaborating to support and enhance the educational experience and outcomes of students.

2. Secondary Schools: Educational institutions typically catering to students between the ages of 11 to 18, offering education beyond primary schooling and preparing students for higher education or the workforce.

3. Shiroro LGA: Shiroro Local Government Area, a specific administrative region within Niger State, Nigeria.

4. Role: The function or contribution that the Parents-Teachers Association fulfills within secondary schools, encompassing various responsibilities and activities.

5. Involvement: The degree to which the Parents-Teachers Association actively participates in the management, decision-making, and operational aspects of secondary schools.

6. Decision-making processes: The procedures and methods employed by school administrators and stakeholders, including the PTA, in making choices and determining courses of action related to school governance and operations.

7. Resource allocation: The distribution and utilization of resources such as funds, facilities, and materials by the Parents-Teachers Association to support educational initiatives and improve school conditions.

8. Educational outcomes: The measurable results and achievements attained by students, including academic performance, attendance rates, graduation rates, and overall learning experiences, influenced by the activities of the Parents-Teachers Association.

9. Perceptions: The beliefs, attitudes, and opinions held by parents, teachers, and other stakeholders regarding the effectiveness, impact, and value of the Parents-Teachers Association's efforts in secondary schools.

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