INFLUENCE OF SCHOOL-COMMUNITY

RELATIONSHIP ON THE MANAGEMENT OF

SECONDARY SCHOOLS IN SOUTHERN
SENATORIAL DISTRICT OF TARABA STATE,
NIGERIA
Article (PDF Available) · March 2017 with3,517 Reads

Cite this publication

Anthony Micah

o Benue State University, Makurdi

Yaro Anthony

Isaac Pev

o 1.3
o Independent Researcher

Abstract
The study 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. Out of a population of 1642 secondary
school teachers, 240 were 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 that can be able to guide both teachers and learners to achieve their
goals in life and the objectives of the school.

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NTERNATIONALHUMANITIES
MULTIDISCIPLINARY
2017 VOLUME 9 NOJOURNAL
2, AND
OF
RESEARCH, March
ISBN 978-0-213168-1
100

INFLUENCE OF SCHOOL-COMMUNITY RELATIONSHIP ON THE

MANAGEMENT OF SECONDARY SCHOOLS IN SOUTHERN SENATORIAL
DISTRICT OF TARABA STATE, NIGERIA

1 2 3
Anthony Micah Yaro Anthony and Pev Isaac
1
Department of Educational Foundations, Benue State University, Makurdi, Benue
State, Nigeria
2
Department of Agricultural Education, College of Education, Zing, Taraba State,
Nigeria
3
Taraba State Post Primary Schools Management Board, Jalingo, Taraba State, Nigeria
Abstract
The study 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. Out of a population of 1642 secondary school teachers, 240
were 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 that can be able to guide both teachers and learners to achieve their
goals in life and the objectives of the school.
Key Words: School-Community Relationship, Management, Influence

Introduction
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 community which leads to the success of the two. Bakwai
(2013) is of the view that school-community relationship is a two-way symbiotic
arrangement through which the school and community 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 community for it to function effectively.
On the other hand, the community also needs school for its survival and progress.
Madumere (2004) 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. According to Oniyangi (2008),
schools which have the responsibility of molding, raising and shaping responsible
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individuals in the society do not exist in a vacuumand 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. To Aminu (2006),
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
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. 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.
School-community relationship is the process by which the school and
community enter into mutual co-operation and team up to carry out some reciprocal
services to each other. According to Ogbonna (2003), school-community relationship is
a series of planned activities and medium through which the school seeks to learn about
its community, to inform the community about, and interpret when necessary the
purpose, programmes, problems and needs of the school, and to involve the community
in planning and evaluating school policies and progress. To Akpakwu (2012), school
community relationship can be described as the degree of understanding and goodwill
achieved between the school and the community. It therefore means that school-
community 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. Obi (2004)
notes that, school-community relationship can take place between the school and the
school parents’ teachers’ association, old students association, school committees,
school board of governors and school proprietors’ association among others. The
relationship will help them know better the challenges of the school and may provide
assistance that may bring effectiveness and efficiency in the educational system.
Nakpodia (2013) submitted that, a community through a healthy working relationship
with the school manager and the entire school community would get to know the school
strength and weaknesses and find ways of improving the areas the school is lacking for
the achievement of educational goals.
Management on the other hand according to Adeleke (2001) involves planning,
controlling, organizing, staffing, and leading, 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. The researchers observed that,the extent of
community involvement in secondary schools management in Taraba state appears to
have declined. Somecommunity leaders show indifference and disregard to the affairs
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of the schools in their communities. Parents in most communities also do not care to
attend P.T.A meetings in order to contribute effectively to the development of their
children’s schools but only pay the P.T.A levy when forced and go on to complain that
the school administration extorts money from them without teaching their children
well. Pev (2014) attributed this to a shift in value of education to security in southern
part of Taraba state. The implication of this is the continuous decline of educational
system in Nigeria.
It is also pertinent to note that although the cordial relationship between the
school and community can be seen as a pre-requisite for achieving a meaningful
educational objective in our community 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 communities do not always seem to be same with those of
the schools. With the type of relationship between schools and their host communities
on ground, discipline of students, provision of school facilities, and quality and quantity
of teachers among other issues affect the management of secondary schools. This
seeming grave relationship has been the source of concern to the people of the area and
the researchers are prompted to investigate the influence of those groups on the
management of secondary schools in Southern Senatorial District of Taraba State.
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 education. According to Okam and Bozimo (2004), 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.School-
community relationship has as its central focus on the enhancement of teaching and
learning.Through appropriate school-community relationship, the school comes into
factual contact with the community thereby issues are addressed accordingly. 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.It is
common these days to hear community members in southern part of Taraba state instead
of assisting in the discipline of the students rather go to schools to attack teachers
because their wards are being disciplined. There are also situations where some
members of school community within Southern Senatorial District of Taraba State have
conflict with school principals and often petition for their transfer to other schools.
There are issues where some community leaders negatively interfere in the day to day
administration of the school, encroach on the school land as well as impose hostile laws
on the schools. It is also speculated that in some schools, old students within the area do
not pay much attention to the problems and development of their former schools. These
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observations by the researchers are threatening the citadel of learning from the cradle
and indeed detrimental to child development and undermining the huge investment of
the Taraba state government to educational development. Such situations may have been
influenced by some barriers and the nature of the school-community relationship making
it crucial for an empirical investigation of the influence of school-community
relationships on the management of secondary schools in Southern Senatorial District of
Taraba State. It is in line with this that the researchers took the bull by the horn to
investigate the influence of school-community relationship in areas of parents’ teachers’
association, old students’ association, school committees and school board of governors
on the management of secondary schools in Southern Senatorial District of Taraba State.
The main purpose of this study is to investigate the influence of school-
community relationship on the management of secondary schools in Southern
Senatorial District of Taraba State. Specifically, the study seeks to;
1. determine the influence of parents’ teachers’ association on the management of
secondary schools in Southern Senatorial District of Taraba State.
2. find out the influence of the old students’ association on the management of
secondary schools.
3. determine the influence of school committees system on the management of
secondary schools.
4. find out the influence of activities of school board of governors on the
management of secondary schools.

Research Questions
The following research questions were set to guide the study.
1. To what extent do parents’ teachers’ associations have influence on the
management of secondary schools in Southern Senatorial District of Taraba
State?
2. To what extent do old students’ associations’ supports have influence on the
management of secondary schools?
3. To what extent does school committees system have influence on the
management of secondary schools?
4. To what extent do activities of school board of governors have influence on the
management of secondary schools?

Hypotheses
The following null hypotheses were formulated and tested at 0.05 alpha level of
significance.
Ho1. Parents’ teachers’ association activities have no significant influence on the

management of secondary schools in Southern Senatorial District of Taraba

State.
Ho2. Old students’ associations’ supports have no significant influence on the

management of secondary schools.

Ho3. School committees system has no significant influence on the management of

secondary schools.
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Ho4. Activities of school board of governors have no significant influence on the

management of secondary schools.

Materials and Methods

The descriptive survey research design was used for the study. Emaikwu (2012)
views descriptive survey design as a design that is aimed at collecting data and
describing in a systematic manner, the characteristics, features and facts about a given
population. It describes and documents what exists, the present status of existence or
absence of what is being studied. The researchers considered this design appropriate
because it enables the researchers to gather data with the aim of describing the already
existing situations in which they could be compared in order to establish the
relationship between the variables.
The target population for this study was made up of one thousand, six hundred
and forty-two (1642) teachers from one hundred and thirty-two (132) secondary schools
in Southern Senatorial District of Taraba State (Taraba State Post Primary Schools
Management Board Jalingo, 2017).A total of 240 teachers representing 15% of the
entire population were selected from 20 secondary schools also representing 15% of the
entire secondary schools for the study. This agrees with Glass and Hopkins in Emaikwu
(2012) who assert that when a population is 1000 or above, 10% of the population will
be enough to constitute the sample of the study. To select the sample, the researcher
used random sampling technique through hat and draw method.
The researchers designed a 21-item questionnaire titled School-Community
Relationship and Management Questionnaire (SCRMQ) which was used for collecting
information from the respondents. The questionnaire was carefully scrutinized and
vetted by a supervisor from Department of Educational Foundation, University of
Agriculture Makurdi and twoexperts in Educational Management, Faculty of
Education, Benue State University, Makurdi to ascertain the face and content validity
of the instrument. They made appropriate face, construct and content corrections and
ascertained that the number of items in the clusters are equal and that the questionnaire
was not ambiguous and information to be obtained from them would be reliable.
In order to determine the reliability of the items on School-Community
Relationship and Management Questionnaire (SCRMQ), a pilot study was conducted
using thirty (30) teachers from five secondary schools that are outside the sample
population. Data from the questionnaire were collected and analyzed using statistical
package for social sciences (SPSS) to determine the reliability co-efficient of the
instrument. The results obtained from the test were then correlated and it yielded a
Cronbach alpha reliability of 0.81 which shows a high level of reliability of the
instrument. This value suggests that the instrument was reliable and highly consistent
such that it can be used for the study (Emaikwu, 2012).A face to face method was
employed by the researchers and two trained research assistants to collect data for the
study. The completed copies of the research questionnaire were collected immediately
to avoid losses.
The data generated were analyzed using descriptive and inferential statistics.
Mean scores and standard deviation were used to answer the research questions. A cut-
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off point of 2.50 which is the arithmetic mean of the four point rating scale was
considered as a criterion for determining the influence of school-community
relationship on the management of secondary schools in Southern Senatorial District of
Taraba State. A mean cut-off point of 2.50 and above is considered as positive response
and accepted while any mean score less than a cut-off point of 2.50was regarded as
negative response and considered not accepted. One-way analysis of variance
(ANOVA) was used to test the research hypotheses at 0.05 alpha level of significance.
The choice of ANOVA is considered most suitable for this study because it help the
researchers to determine whether or not there was significant influence of school-
community relationship on the management of secondary schools in the study area.

RESULTS
Research Question One
To what extent do parents’ teachers’ associations have influence on the
management of secondary schools in Southern Senatorial District of Taraba State?
Table 1: Mean Scores and Standard Deviations of Teachers’ Responses on Parents’
Teachers’ Association and the Management of Secondary Schools in Southern
Senatorial District of Taraba State.

Item
No
Item Description
VHE
HE
LE
VLE
x

ST.D
Decision
1
Parents’ teachers’ association do assist
in the employment of staff in
secondary schools.
42
106
54
38
2.56
0.86
Accepted
2
School-community issues are always
resolved in the school PTA meetings.
37
127
39
37
2.64
0.82
Accepted
3
Where classroom accommodations of
a school are insufficient, additional
classroom accommodations are
provided by the PTA of the school.
40
130
36
34
2.75
0.75
Accepted
4
The sharing of information that takes
place in PTA meetings creates better
school-community relationship which
ultimately improves teaching and
learning and general development of
education.
47
123
44
26
2.78
0.75
Accepted
5
Principals invite community leaders to
participate in decision making process
of the school especially when there is
crisis.
44
135
34
27
2.81
0.73
Accepted
Cluster Mean and Standard Deviation 2.71 0.78 Accepted
Table 1 indicates that the mean ratings of teachers for items 1 to 5 were 2.56,
2.64, 2.75, 2.78 and 2.81 with corresponding standard deviations of 0.86, 0.82, 0.75,
0.75 and 0.73 respectively. The respondents’ responses indicate that parents’ teachers’
associations do assist in the employment of staff in secondary schools, school-
community issues are always resolved in the school PTA meetings, and that where
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classroom accommodation of a school are insufficient, additional classroom

accommodations are provided by the PTA of the school. Their responses also show
that the sharing of information that takes place in PTA meetings creates better school-
community relationship which ultimately improves teaching and learning and general
development of education and that principals invite community leaders to participate in
decision making process of the school especially when there is crisis.The cluster mean
score of 2.71 with its corresponding standard deviation of 0.78 was also accepted
because the mean score was above the cut-off point of 2.50. This means that, Parents’
Teachers’ Association has influence on the management of secondary schools in
Southern Senatorial District of Taraba State.

Research Question Two

To what extent do old students’ associations’ supports have influence on the
management of secondary schools?

Table 2: Mean Scores and Standard Deviations of Teachers’ Responses on Old

Students’ Association’ Support and the Management of Secondary Schools

Item
No
Item Description
VHE
HE
LE
VLE
x

ST.D
Decision
6
Old students’ associations
sometimes buy vehicles for their
former schools to ease the
mobility of both staff and
students of the schools.
38
111
64
27
2.63
0.74
Accepted
7
Old students’ associations of
most secondary schools build
hostel accommodation for their
alma-mata.
42
129
42
27
2.76
0.74
Accepted
8
The selection of most principal
staff of most schools is
influenced by old students’
association.
47
102
59
32
2.65
0.83
Accepted
9
Old students’ associations do
assist in the provision of
instructional materials to their
alma-mata.
44
112
54
30
2.68
0.79
Accepted
10
Old students do influence the
posting of staff to their former
schools.
37
135
35
33
2.71
0.76
Accepted
Cluster Mean and Standard Deviation 2.69 0.77 Accepted

Table 2 shows that the mean ratings of teachers for items 6 to 10 were 2.83,
3.03, 2.97, 3.02 and 2.98. Their corresponding standard deviations were 0.89, 0.96,
0.86, 0.79 and 0.78. The respondents’ responses indicate that old students’ associations
sometimes buy vehicles for their former schools to ease the mobility of both staff and
students of the schools, old students’ associations of most secondary schools build
hostel accommodation for their alma-mata, the selection of most principal staff of most
schools is influenced by old students’ association, old students’ associations do assist in
the provision of instructional materials to their alma-mata and that old students do
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influence the posting of staff to their former schools. The cluster mean of 2.97 with its
corresponding standard deviation of 0.86 was also above the 2.50 mean cut-off point. It
then implies that old students’ associations’ supports have influence on the
management of secondary schools.

Research Question Three

To what extent does school committees system have influence on the
management of secondary schools?
Table 3: Mean Scores and Standard Deviations of Teachers’ Responses on School
Committees and the Management of Secondary Schools

Item
No
Item Description
VHE
HE
LE
VLE
x

ST.D
Decision
11
School committees do help the
management of most schools with
useful advice.
38
121
64
17
2.62
0.75
Accepted
12
Through the use of school
committees, the management of
secondary schools is made easier.
32
139
42
27
2.77
0.73
Accepted
13
School committees try to maintain
rules and regulations in the schools.
27
132
59
22
2.80
0.86
Accepted
14
Conduct of people within and even
outside the school is monitored by
school committees.
36
112
54
38
2.61
0.82
Accepted
15
School committees do monitor
conduct of school examinations in
order to maintain the school good
records and image.
37
135
37
31
2.85
0.75
Accepted
Cluster Mean and Standard Deviation 2.98 0.84 Accepted

Table 3 shows that the teachers’ mean ratings of items 11 to 15 in this cluster
were 2.62, 2.77, 2.80, 2.61 and 2.85 with corresponding standard deviations of 0.75,
0.73, 0.86, 0.82 and 0.75. Based on the cut-off point of 2.50, teachers’ responses are
acceptable. It then indicates that the respondents agreed that school committees do
help the management of most schools with useful advice, through the use of school
committees, the management of secondary schools is made easier and that School
committees try to maintain rules and regulations in the schools.
Similarly, the finding indicates that conduct of people within and even outside
the school is monitored by school committees and that school committees do monitor
conduct of school examinations in order to maintain the school good records and
image. The cluster mean of 2.73 with its corresponding standard deviation of 0.78
was acceptable since it was above the 2.50 cut off point. This implies that school
committees influence the management of secondary schools.

Table 4 indicates that the mean ratings of teachers for items 16 to 20 were 2.92,
2.94, 3.24, 3.30 and 2.87 with corresponding standard deviation of 0.84, 0.87, 0.92,
0.92 and 0.82. From the data, the responses show that the school board of governors
helps in the formulation of rules and regulations guiding the conduct of everybody in
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the school, discipline of staff, controlling the budget of the school and approves almost
all programmes of the schools as well as approval of employment of all staff.The
cluster mean of 2.77 with its corresponding standard deviation of 0.74 were above the
mean cut-off point of 2.50. That indicates that activities of school board of governors
influence the management of secondary schools.

Research Question Four

To what extent do activities of school board of governors have influence on the
management of secondary schools?
Table 4: Mean Scores and Standard Deviations of Teachers’ Responses on
Activities of School Board of Governor and Management in Secondary Schools
Item
No
Item Description
VHE
HE
LE
VLE
x

ST.D
Decision
16
The school board of governors
helps in the formulation of rules
and regulations guiding the
conduct of everybody in the
school.
35
129
58
28
2.69
0.78
Accepted
17
Discipline of staff is also the
responsibility of the school board
of governors.
36
135
35
34
2.86
0.72
Accepted
18
School board of governors controls
the budget of the school.
41
123
48
28
2.67
0.82
Accepted
19
School board of governors
approves almost all programmes of
the schools.
36
139
33
32
2.84
0.69
Accepted
20
Approval of employment of all
staff of the school is the
responsibility of the school board
of governors.
30
139
45
26
2.79
0.70
Accepted
Cluster Mean and Standard Deviation 2.77 0.74 Accepted

Hypotheses Testing
Data analyses were carried out to test each hypothesis using single factor
analysis of variance (ANOVA). Details are provided below. The results are presented
on Table 5 to Table 8.
Hypothesis One
Parents’ Teachers’ Associations activities have no significant influence on the
management of secondary schools in Southern Senatorial District of Taraba State.
Table 5: Single Factor Analysis of Variance (ANOVA) of Influence of Parents’
Teachers’ Association on the Management of Secondary Schools in Southern
Senatorial District of Taraba State.
ANOVA
Source of
variation
Sum of squares
df
Mean squares
F
P
Remark
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Between Group
Within Group
Total
41.462
240.231
281.692
5
234
239
8.292
1.027
8.074
0.05
Influence

Table 5 shows that inferential statistics of analysis of variance (ANOVA) was

computed to test the hypothesis of influence of Parents’ Teachers’ Association on the
management of secondary schools in Southern Senatorial District of Taraba State. Since
the obtained F of 8.07 calculated at 0.05 level of significance for 5 and 234 degree of
freedom, exceeds the critical value of F (2.21) for 5 and 234 degree of freedom and p =
0.05, the null hypothesis is not accepted. It therefore implies that there is significant
influence of Parents’ Teachers’ Associations on the management of secondary schools
in Southern Senatorial District of Taraba State.
Hypothesis Two
Old students’ associations’ supports have no significant influence on the
management of secondary schools.
Table 6: Single Factor Analysis of Variance (ANOVA) of Influence of Old Students’
Associations’ Supports on the Management of Secondary Schools.
ANOVA
Source of variation
Sum of squares
df
Mean squares
F
P
Remark
Between Group
Within Group
Total
35.590
246.102
281.692
5
234
239
7.118
1.052
6.766
0.05
Influence

Table 6 indicates that inferential statistics of analysis of variance (ANOVA) was

computed to test the hypothesis and F of 6.77 calculated at 0.05 level of significance for
5 and 234 degree of freedom was obtained. Since the F-cal (6.77) exceeds the F-crit
(2.21) for 5 and 234 degree of freedom and p = 0.05, the null hypothesis is not
accepted. It therefore implies that Old Students’ Associations have significant influence
on the management of secondary schools.
Hypothesis Three
School committees system has no significant influence on the management of
secondary schools.
Table 7: Single Factor Analysis of Variance (ANOVA) of Influence of School
Committees on the Management of Secondary Schools.
ANOVA
Source of variation
Sum of squares
Df
Mean squares
F
P
Remark
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Between Group
Within Group
Total
48.231
233.461
281.692
4
235
239
12.058
0.993
12.143
0.05
Influence
Table 7 shows that inferential statistics of analysis of variance (ANOVA) was
computed to test the hypothesis of influence of school committees on the management
of secondary schools. Since the obtained F of 12.14 calculated at 0.05 level of
significance for 4 and 235 degree of freedom, exceeds the critical value of F (2.37) for 4
and 235 degree of freedom and 0.05 level of significance, the null hypothesis is not
accepted. It then means that, school committees have significant influence on the
management of secondary schools.
Hypothesis Four
Activities of school board of governors have no significant influence on the
management of secondary schools.
Table 8: Single Factor Analysis of Variance (ANOVA) of Influence of Activities of
School Board of Governors on the Management of Secondary Schools.
ANOVA
Source of variation
Sum of squares
df
Mean squares
F
P
Remark
Between Group
Within Group
Total
46.143
235.549
281.692
5
234
239
11.536
1.01
11.421
0.05
Significant

Table 8 shows that inferential statistics of analysis of variance (ANOVA) was

computed to test the hypothesis and the calculated F of 11.42 at 0.05 level of
significance for 5 and 234 degree of freedom was observed. Hence the calculated F
(11.42) is greater than the critical value of F (2.21) for 5 and 234 degree of freedom and
0.05, the null hypothesis is not accepted. It therefore implies that activities of school
board of governors have significant influence on the management of secondary schools.

Discussion of Findings
The first finding of the study revealed that there is significant influence of
Parents’ Teachers’ Association on the management of secondary schools in Southern
Senatorial District of Taraba State. This agreed with Peretomode (2012) who points out
that parents’-teachers’ association (P.T.A) helps in the general development of the
school along with other community members, by providing the school classrooms,
dormitory blocks, staff quarters, science laboratories and equipment, electric plant
generators, school vans, libraries, books and classroom equipment. Uzoechina(2013)
maintained that, sustainable quality assurance in secondary education is a function of
close collaboration among education stakeholders, effective application of quality
assurance model, strong political will of the government, and enabling policy by the
Ministry of Education will ensure adequate participation by parents in quality assurance
system. Nakpodia(2011) also posits that the PTA enhances understanding and good
rapport between the teachers and parents; lobbies government for support in the schools;
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and curtails crises that often arise in the schools. Oniyangi (2008) also agrees that the
PTA assists in improving the enrolment of the schools in their communities; helps in
maintaining disciplines in the schools; ensures smooth co-existence, understanding and
cooperation between the school and the community.
The second finding revealed that, Old Students’ Association has significant
influence on the management of secondary schools. According to Aguba (2009), the
old students association renders assistance to their old schools in varying degrees. Some
affluent onesare those whose membership includes rich individuals who sponsor
intelligent students to further their education. Adebayo (2011:9) notes that, the nature
of assistance rendered by the old students associations differ. It could be in helping the
school in the area of building additional classroom blocks, construction of
administrative blocks, and the provision of school vehicles, teaching and learning
materials as well as the provision of class and office furniture and most recently
provision of scholarship to brilliant students. Banka and Bua (2015) maintained that
government, private individuals and organizations especially Old Students’
Associations should be encouraged through policies to contribute to the provision of
quality schools, human resources and maintenance of discipline for the safety of the
students, since they are beneficiaries from the products of education.
The third finding of the study indicated that school committees system has
significant influence on the management of secondary schools. In a similar way, Alabi,
Mustapha and AbdulKareem (2012) found out among other things that there is
significant relationship between utilization of committee system (CS) and secondary
school principals’ administrative effectiveness in Ilorin Metropolis. Based on their
findings, it was recommended that there should be mandatory orientation courses,
seminars, conferences and workshops on effective usage of committee systems for the
school administrators. Bakwai (2013) observed that most school heads form
committees of various kinds to be taking care of some of the issues that can affect the
smooth running of the school and lead one to disobedience of laws and order.

The fourth finding of the study revealed that activities of school board of
governors have significant influence on the management of secondary schools. This is in
line with Rambo (2013) who found that school Board of Governors’ qualification, their
decisions and involvement in staff recruitment, has great influence in school
management. Uzoechina (2013) avers that, one of the principal responsibilities of the
school board of governors is to develop, prepare, and present to the school and the
general public a unified recommended budget. Ekundayo and Alonge (2012) maintain
that with bad budget planning which results in little supply of money, education
becomes helpless, while with ample supply, its problems become manageable even
though they do not vanish. Oruonye (2014) submitted that quality secondary education
has been dwindling in Taraba state due to poor funding. However, the present
government of Taraba state has improved her allocation to the education sector. It then
means the singular act of providing schools with school budget, the school board of
governors has influence on the management of their schools.

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Conclusion
Based on the findings of the study, it is concluded that parents’ teachers’
associations, old students’ associations, school committees and school board of
governors have significant influenceon the management of secondary schools in
Southern Senatorial District of Taraba State. 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 also 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. More over
schools should provide enough advisory committee members that can be able to guide
both teachers and learners achieve their goals in life and the objectives of the school.
Finally the school board of governors should not only be involved in policy formulation
but also in the general management of the schools so that they will know areas which
need new policies for the betterment of the schools.

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