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Financing of school by parents will improve the school facilities

Parents ideas towards school growth will improve the standard of education

Parents’ teachers association lobby government for support in the schools

PTA complements governments’ efforts in the provision and maintenance of infrastructures in the schools

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CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This chapter presents the frameworks of the study in addition to a review of empirical studies on the role of Parents’ Teacher Association (P.T.A) in improving the quality of education in Nigeria. The following were taken into consideration during the course of the study:

2.2.1 Concept of Parent Teachers Association (PTA)

2.2.2 Parents-Teachers’ Association in the School System

2.2.3 Roles of Parents-Teachers’ Association in School Management

2.2.4 Quality Assurance in Education

2.2.5 Roles of the PTA in Educational Development

2.2.6 Problems of PTA in School Administration

2.2.7 Strategies for Strengthening the Roles of the PTA

2.2.8 Influence of parents’ participation in school financing on students’ academic performance

2.2.9 Influence of parents’ participation in the management of students’ discipline on the students’ academic performance

2.3 Empirical Review of the Study

2.2 Conceptual Framework

Effective administration of secondary school may only be attempted through a complete democratization of the administrative machinery that involves not only the education experts in the state board of education, local government education authority, principals of school but also teachers and parents who have a common view about the students welfare (Oniyangi, 2008).

In the past, effective school administration was conceptualized in terms of experts’ management by micro level and the principals of the schools. Parents and teachers were to help the school.

Hence many secondary schools had at their signs of reading “parents may go beyond the point”. As time went on, they will be realization that for any secondary school to be able to meet her stated objectives that administration should not only be concentrated in the hands of experts but also those directly concerned about the students which are parents and teachers (Nwakwo, 1982)

2.2.1 Concept of Parent Teachers Association (PTA)

PTA is a voluntary association of parents and teachers in a particular school established for its development. This concept of internal grouping arrangement tends to facilitate good school – community relationship. In this perspective, obeying the principles of good school – community relationship, parents are opportune to understand what exist in school their wards attend and the constraints school experienced in course of carrying out the administrative and instructional functions. In Nigeria, PTA is backed by law in some states making it compulsory for parents and teachers; while in other states it is voluntary. Whichever way, parents mandatorily pay levies agreed by the association for their wards attendance in that particular school (Owuamanam, 1991).

Based on this practice, Okeke (1985) note that in public schools it is not well practiced and needs to be discouraged especially where PTA arrogates themselves powers meant for Board of Governors, usually appointed by the ministry of education to facilitate school governance. This assertion obviously portrays what is tenable in contemporary struggling societies where education is corruptly managed under the disguise of dwindling economy. This postulation provided impeccable background for condemnation of PTA being an important avenue for school financing.

The reason for the total rejection of PTA practice becomes inevitable as most principals connive with certain parents without due process to put compulsory levies on every child in the school. Invariably all parents are made to pay imposed levies without objection for the interest of their wards. In other words there is compulsory compliance to imposed levies for every child attendance. Although, it is scholaristic view that PTA helps in the development of school by meaningfully contributing to building of classrooms, hostels, library and many others activities.

On the other hand, it makes parents shoulder responsibilities of the government by providing fund for running public schools after paying their taxes. Private school administration lays another unresolved contradicting conception as to the imposition of frequent levies on parents. In pretext to support better academics, proprietors of private schools connive with some parents under the PTA canopy to levy for developing their schools. Levy as defined is financial contribution by parents/carers relating to the costs associated with each student’s participation in their education program (Okendu, 2006).

Adewuyi (2002) maintained that levy items are mostly consumables that student uses during school year such as stationery, photocopying and printing paper; or the costs of services such as bus hire and entry fees that are essential to delivery of the education program. They suggested further that levies cannot be used to charge for teacher salaries, or for the cost of relief teachers, either directly or indirectly, and are not a source of general revenue or be raised to supplement areas of school funding such as building maintenance, purchase of equipment or energy costs. These are the obligations of school owners not parents in case of private institutions. PTA now assumes the role of Board of Governors in public schools, which the proprietor or group of owners and or agents of the private school supposed to constitute their board of governors not parents of the pupils in the governance of the school. In other words, private property financial responsibilities cannot be laid on the parents after paying persistently school fees. To levy parents for development purpose of the school is not a welcomed PTA role in internal administration of private school. PTA levy is an appropriate way to improve public schools facilities only when need arises.

In this circumstance, Ajayi (2007) citing Adewuyi (2002) highlighted some functions of PTA as applicable to public school (a) promoting better acquaintances and healthy working relations between teachers and parents (b) serves as effective channel of communication between the school a community (c) advise the school staff, the board of governs or the school committee on pressing education needs of the community as perceived by parents amongst others. The Board of Governors functions include (a) budgeting and preparation of financial statement of the school (b) raising and management of funds, subject to such guidelines as may be from time to time be approved by the commissioner for education (c) overseeing to the collection of funds and revenues as applicable (d) authorizing and scrutinizing the disbursement of all funds to mention but a few. In some public school the two exist, the Board of Governors stands prominently. There are deviations of what the PTA stands on their roles in relations to the concept of private school organizations funding.

Developing effective two-way communication between the school and the community will be to the mutual advantage of the two parties. It implies some specific roles for the school staff and community members. This interaction can take various forms and there are benefits that can accrue to the child and school as well as the expected roles of the school staff and the community members in enhancing the quality of education.

Another obligation of the school is to the local community in which it is located. This local community is the catchment area of the school or the area from which most of its students come. It may be a village or a group of two or more villages, a town, or a combination of the town and its surrounding villages. This local community, like the larger society in which it is located, has its own history, values, norms and traditions. It is the responsibility of the school to prepare the child for life in this community in particular and the society in general. Traditionally, parent involvement in education has included home-based activities (such as helping with homework, encouraging children to read, and promoting school attendance) and school-based activities (such as attending PTA meetings, parent-teacher conferences, concerts, and other school events; helping to raise money for various school-improvement projects; and volunteering at school during the day). Some parents readily volunteer their time for the schools. Other parents are reluctant or unable to participate. Although getting parents involved in their children’s schools is a great challenge for educators, research shows that educators can do a great deal to promote greater parent involvement. The Center on Families, Communities, Schools, and Children’s Learning indicates that parents who receive frequent and positive messages from teachers tend to become more involved in their children’s education than other parents do.

Many parents respond to encouragement from educators. In their national study of 2,317 inner-city elementary and middle school students in the United States, the best predictor of parent involvement was what the school did to promote it. School attitudes and actions were more important than the parents’ income, educational level, race, or previous school-volunteering experience in predicting whether the parent would be involved in the school.

Ajayi (1997) proposes three ways that schools can promote parent involvement and closer working partnerships between educators and parents: Establishment of a parent center, a home visitor program, and action research teams. Ways Through which Schools Can Promote Parent Involvement are listed below:

Creation of a Parent Center: The parent center is a special room for parents at the school. It is staffed by paid coordinators as well as unpaid volunteers. It offers parents a welcoming atmosphere, conversation, and school information. Various activities can be offered through the center, such as recruitment of parent volunteers, clothing exchange, grade-level breakfasts, and General Educational Development (GED) classes for parents. Davies says that a parent center makes possible “the continuing and positive physical presence of family members in the schools”. The room can be equipped with various materials to help parents: adult-sized table and chairs, a telephone, coffee pot, hot plate, and occasional snacks.

A Home Visitor Program: The home visitor program consists of paid staffs who visit homes to help families understand what they can do to encourage their children’s success in schools. The home visitors can provide information about reading programs, school activities, curriculum, expectations, child rearing, and holiday programme. They also serve as liaisons to convey parent concerns back to the school.

iii. Action Research Teams: These teams consist of teachers who study ways to improve their own methods of involving parents. They meet at least monthly to do background reading in parent involvement, receive training, interview other faculty about attitudes toward parent involvement, discuss the success of past efforts to involve parents, and design projects to increase teacher-parent collaboration.

School attitudes and actions toward parent involvement are largely influenced by administrators and teachers. Because leadership is critical, administrators may need special training to help them develop the skills needed to promote family-school partnerships. In most cases, the leadership to reach out to the community will have to come from the principal” (Davies, 1991). It is important for schools to offer different forms of parent involvement; no one form of involvement is necessarily right for every family. Educators and parents should aim to increase the percentage of parents involved in some ways. Every school has at least some parents who are deeply involved; the key is to steadily increase this number.

Schools and school systems seldom offer staff any formal training in collaborating with parents or in understanding the varieties of modern family life. There are many ways for families to become more involved in schools, and training can help teachers and other school staffs change the traditional images of contacting parents only when a student is in trouble or when the school needs help with a bake sale. Teacher training programs can include general information on the benefits of and barriers to parental involvement, information on awareness of different family backgrounds and lifestyles, techniques for improving two-way communication between home and school, information on ways to involve parents in helping their children learn in school.

2.2.2 Parents-Teachers’ Association in the School System

Parents-Teachers’ Association (PTA) is a formal organization that consists of parents, teachers and non-teaching staff in the school. The Federal Ministry of Education in Nigeria insists as a matter of policy, that every approved school (secondary or secondary) in the Country must have a functional Parents-Teachers Association (PTA) (Abdullahi, 2006). In compliance to this, there is a PTA established in every secondary school in Nigeria. The association is usually headed by a Chairman/Chairperson. In fact, PTA offers pragmatic pieces of advice to the school management on areas of improvement. The association’s meetings are held once every school term, while Annual General Meeting (AGM) is held once a year. Emergency meetings are held whenever the need arises (Ajayi, 1999)

Before and shortly after independence in Nigeria, schools were adequately funded while available physical facilities were sufficient for staff and students use. Thus, Parents-Teachers Association was not too prominent in the affairs of the schools. However, due to the numerous challenges In the Nigerian education sector, it became paramount for most of the schools (secondary and secondary) to have PTAs to assist in solving their problems. As enunciated by Elekwachi (1999), PTAs have been a major stakeholder in the Nigerian education sector as they constitute a significant supplier of educational resources to the sector.

The proliferation of Parents-Teachers Associations in the Nigerian school system has led to the emergence of PTAs at institutional, Local Government Area, State and National levels. This development has made many parents to be more actively involved in school programmes than ever before. In fact, parents have become more formally and effectively engaged in quality assurance efforts in the schools.

2.2.3 Roles of Parents-Teachers’ Association in School Management

In Nigeria, today, management of schools is no longer completely in the hands of principals and teachers; rather the parents of the students are on their toes in ensuring that available resources are efficiently utilized to achieve school goals. Parents and teachers come together as a pressure group-PTA. The associations’ goals focus mainly on school efficiency and effectiveness, which Fafunwa (1994) regarded as quality measures of education. In fact, “many schools rely on their PTAs to salvage them from collapse” (Enaohwo, and Eferakeya, 1989).

Roles of Parents-Teachers Association can be grouped as advisory; disciplinary; financial; maintenance of school-community relations; provision and maintenance of infrastructural facilities. Igwe (1999) viewed PTAs’ roles as enabling parents come to grip with the problems of the school their children attend, complementing government efforts in the provision of physical facilities, and providing assistance to the institutions in the areas of funding, supervision, guidance and budgeting, thereby ensuring quality in the schools’ activities.

The hysterical expansion of student enrolments in the Nigerian school system in recent years, coupled with inadequate resources to cope with the ever-increasing demand for access to the school in the country, has made school leadership and management a much more complex and difficult enterprise now than ever before. To ensure effective management, the school head must not only be innovative, resourceful and dynamic, but must be able to interact well with people both within and outside the school. Such people include the school staff and pupils/students, parents, members of the Parents-Teachers Association and other members of the larger community. All of these need to be considered, in one way or the other, in the decision-making process and quality performance in the school.

2.2.4 Quality Assurance in Education

Quality assurance in education is a consistent provision and utilization of high standard resources to foster effective teaching and learning at every stage and aspect of the educational system. It is meaningful when application of its strategy is not deferred till the end of an educational, programme (Fasasi, 2006). In other word, quality assurance is the systematic monitoring and evaluation of the various aspects of a project, service or facility to maximize the probability that minimum standards of quality are being attained by the production process. But quality assurance cannot absolutely guarantee the production of quality products (Igwe, and Obasi, 2005).

Quality in the school system is determined by the principal head teachers, teachers or learners, not by the society in general. For instance, Maduagwu, S. N. (2004) stated that there is need for secondary schools to own quality assurance and not to see it as an eternal imposition. Four principles of quality assurance in the school system identified by Obasi and Asodike (2007) therefore, were: a focus on pupils and learning; reflecting stakeholders’ needs; demonstrating quality; and the need for feedback.

According to Onuka and Arowojolu (2008), quality assurance in school management focuses on monitoring, while challenging and supporting schools to achieve success. It emphasizes improvement as well as making use of school and students data to monitor school performance against set targets. Furthermore, it focuses on supporting the self-management of schools through joint review and self-evaluation, holding principals and staff accountable for the fulfillment of their key duties and responsibilities. It contributes to the development and sharing of best practice; and supporting the implementation of national and local strategies (Taiwo, 1980).

2.2.5 Roles of the PTA in Educational Development

Ajayi (2000) posited that the task of school administration include planning and policy making, provision and maintenance of fund and facilities, improvement of instructional programmes and maintenance of school-community relationships. Some researchers have submitted in their various studies that the PTA has however been performing in some of these areas as seen hereunder:

Owuamanam (1991) submitted that most Nigerian communities make financial contributions through the PTA levy and personal donations for the support of the schools in the communities. The author also submitted that communities participate in school administration by electing their members to the Board of Governors.

In another dimension, Abdullahi (1996) also posited that the PTA enhance understanding and good rapport between the teachers and parents; lobby government for support in the schools; and curtail crises that often arise in the schools.

Aldermna, Orazem, Paterno (2001) also agreed that the PTA assists in improving the enrolment of the schools in their communities; helps in maintaining disciplines in the schools; ensure smooth co-existence, understanding and cooperation between the school and the community. Adewumi in Oniyangi (2008) also submitted that the PTA helps in sensitization and mobilization of parents on enrolment attendance and retention of their children or wards in schools. Besides, Fasasi (2006) also reported that the PTA complements governments’ efforts in the provision and maintenance of infrastructures in the schools.

These and many more suggest that the PTA has been participating on matter affecting education in Nigeria. It is to be noted however, that virtually all the secondary schools in the country has the PTA in place. Despite the laudable roles of the PTA in secondary schools it appears that the problems of the schools still thrive. It therefore presupposes that the roles of the PTA can be strengthened in order to enhance better community participation in the schools.

2.2.6 Problems of PTA in School Administration

The effective administration of secondary schools could be hampered where the PTA is not performing its roles as expected. A careful examination of the secondary school system in Nigeria suggests that there are some problems bedeviling the PTA which have been hindering effective and smooth relationship between the association and the schools. Some of these are examined as follows:

Inadequate funding: Inadequate funding is a major problem facing the educational institutions in Nigeria from the secondary level to the university level. Richard (1994) remarked that the success of any secondary school system depends on the amount of resources available to it. Money is an input of any educational system that provides the essential purchasing power with which the system acquires its human and physical inputs Ahmad (1997). The author further argued that with little supply of money, education becomes helpless, while with ample supply, its problems become manageable even though they do not vanish. However, Ajayi (1999) observed that the major problem that compounds schools’ financial inadequacy is irregular payment of school fees and PTA levy; and inadequate financial support of the PTA. It is believed that money generated through this medium would help complement governments’ effort in the provision of fund for secondary schools.
Inadequate facilities: The challenges of physical and instructional facilities seem to hinder effective performance of the schools (Ahmad, 1997). Efficient and effective running of schools to achieve pre-determined goals can hardly be without sufficient facilities to aid teaching and learning. Meanwhile, the state of inadequacy of facilities in most secondary schools in Nigeria is a manifestation of poor funding of the system.

iii. Lack of cooperation between the school authority and the parents: It has been observed that some school principals do not involve the parents in administration of the schools for the fear of being criticized. Abdulkareem (1989) argued that most parents would like to play a more active role in their students’ progress in schools and decision making about school programmers but school administrators/ principals and teachers exhibit a great reluctance to encourage parents to become partners in governance. The non-involvement of parents in school governance, most often than not, results in lack of cooperation between the school and the parents which invariably limits the extent to which the schools can perform.

Poor supervision of schools: It has been argued that schools are not well-supervised by the agents involved (Egbo, 2007). Ayodele (2002) categorized the supervisors of schools into: (i) internal supervisors—the within—the school supervisors such as principals, vice-principals and heads of departments; (ii) external supervisors—the outside—the school supervisors in which the PTA is part. The secondary responsibility of the supervisors is to see that schools are run in accordance with the laid down regulations. The negligence of this area of responsibility seems to hinder effective teaching-learning activities in the secondary schools.
Poor academic performance: According to Ajayi and Ekundayo (2010), one of the major obstacles to the development of secondary education in Nigeria is the persistent mass failure of students in public examinations. Some of the reasons adduced for this poor performance include lack of proper guidance by parents; failure of parents to provide necessary materials for their children; parents aiding examination malpractices among others. The above are some of the problems bedeviling the secondary school system in which the PTA has been found wanting. This appears to be a reason why many Nigerians are turning to private schools as alternatives to the failing public schools.

2.2.7 Strategies for Strengthening the Roles of the PTA

The following are some of the ways through which the roles of the PTA can be strengthened towards better service delivery in the schools:

More involvement of PTA in education financing: In order to enhance parents’ participation in educational financing in secondary schools, members of the PTA should be made members of boards and committees that relate to rising and spending of funds in the schools. There are several levies which are collected in the schools (such as PTA levy, lesson fee, among others) in which members of the PTA can be part of the spending team. The need for probity and efficient utilization of the schools’ resources will make parents be willing to give more financial assistance to schools.
More involvement of PTA in school administration: Opportunities should be given to members of the PTA to take part in decision making about school programmers. This may include being a school board member, participation on parent’s advisory committee. Areas in which parents may be helping to make programmed decisions include goal setting, development and implementation of programmed activities and fund allocations. Hicks (1992), Sammons, Ezeali (2011) and Richard (1994) submitted in their various studies that many benefits are accrued for the school system and for parents themselves when parents become involved in the school activities.

iii. Involving parents in organized school events: In order to create a better mutual understanding and closer links between the school and the community, members of the community as well as members of the PTA should be involved in organized school events such as sports and other school activities. Oniyangi (2008) submitted that the school should make itself not only accessible to the community when community development activities are organized but also participate fully whenever called upon to do so. Local arts and crafts can be taught in schools but learning becomes more profitable when such local experts are involved in the training of the skills to the young ones.

Giving direct labour for execution of projects: Members of the community as well as members of the PTA who are experts in one profession or the other (such as bricklayers, carpenters, plumbers, electricians, among others) should be encouraged to take up contracts in the building of schools when these are to be done. Akintelure (2007) suggested that if the construction of physical facilities in schools are awarded to members of the PTA instead of contractors, parents would be willing to make additional sacrifice in the development of the schools.

2.2.8 Influence of parents’ participation in school financing on students’ academic performance

Parents have for long been noted for their key role in financing schools right from the colonial era especially after the first world war had affected donations for missionaries to run schools in Uganda (Ahmad, 2007). In their study however, Maduagwu (2004) found out that impoverished families are less likely to be involved in schooling than wealthier families, and schools in impoverished communities are less likely to promote parental participation in school management. This conforms to Igwe and Obasi (2005) argument that there are families who have the right intentions but are powerless especially those from rural backgrounds or those with little in the way of education. However, being wealthy may be one thing and financing schools or providing scholastic materials to students may be another. The study sought to find out whether parents irrespective of their socio-economic status provide school funds scholastic materials and other requirements for the good of academic improvement and the extent to which availability of these materials improves students’ academic performance in Nigeria County.

According to Maduagwu (2004) parents involvement in schools requires taking up a variety of roles. Obasi and Asodike (2007) on the other hand recognizes significance of parents’ role play in influencing educational programmes. There has been need for local communities to support schools materially and financially throughout Africa. In Uganda the Government white paper makes it clear that PTAs should continue functioning as voluntary organizations that are mainly concerned with students’ and teachers’ welfare and the overall development of the school. This may be done through paying school fees in time, fundraising for schools, donating, and participating in the planning for the allocation of these resources. In most rural schools the only source of teacher’s salaries structural development and scholastic materials is school fees paid by parents. Therefore once schools lack finance, school programmes like teaching and students’ welfare will be affected.

Onuka and Arowojolu (2008) as quoted by Musisi (1996) reveal that education in the third world countries experienced a state of crisis due to cuts in expenditure in the 1980s. Today the government of Uganda is trying to finance a number of educational programmes including Universal secondary education, (USE). However in Nigeria, just like other parts of the Country, U.S.E is functional in a few selected schools, meaning that parents still have to support their children’ schools. With or without USE, parents need to let their children go to school on time and provide them with necessary equipment Otherwise students whose parents don’t conform to that have always been sent home for lack of school fees hence missing classes and exams.

Parents’ participation in financing not only focuses on school fees but may also include students’ personal requirements that enable them acquire education easily. These may include clothing, sanitary pads for girls, note books and proper medication when they fall sick both at home and at school. Even if teachers are very good, such requirements have to be in place in order to help the student study well, yet they all require money. Taiwo (1980) observes that there are parents who don’t value educating their children and have been heard saying “… we did not go to school yet we are serving better than those who say they are educated”. It is likely that parents with negative attitudes toward education or those who don’t have clear perceptions of their roles will let their children miss classes if they don’t provide student’ requirements hence lagging behind in academic performance. Alternatively such parents may be of low economic status hence affecting their children in the same way.

2.2.9 Influence of parents’ participation in the management of students’ discipline on the students’ academic performance

School discipline is an important aspect for an orderly and ideal learning situation. Discipline has been defined by Fafunwa (1994) as the training or experience that corrects, molds, strengthens or perfects especially the mental faculties or moral character. It may also refer to the control gained by enforcing obedience or order for example in school. In a school setting, the conduct of students is always a concern of teachers, parents and school administrators.

Okumbe (1998) describes discipline as the action by management to enforce organizational standards and respect of ones superiors within the chain of authority and the readiness to obey instructions and regulations laid down by the administration. In a school or organisation the significance of maintaining discipline focuses on the achievement of set goals. Discipline in school is an important instrument in the process of socialization and formation of character. It involves the control of student impulses to acquire the social skills that will help them participate actively in their work roles. Therefore discipline could be an important factor contributing to what one achieves at the end of the academic programme.

Nsubuga (2002) observes that the extreme cases of indiscipline pronounced in schools could include disrespect for teachers and fellow students, drunkardness, smoking, fighting, theft, involvement in violent strikes and the like. Involvement in such activities would automatically deprive a student of time to concentrate on academics, would upset his/her mind, destroy his/her relationship with teachers and definitely affect the student’s performance. Since Elekwachi (1999) notes that teachers and parents work together as a group to provide mutually agreed upon obligations and expectations regarding discipline, the results of academic performance as related to discipline should not only be attributed to teachers but to parents as well .

In her assertion’ Babirye (2006) quotes Watenburger (1994) who relates discipline to the teaching of students the rules people live by and socialization in a lifelong process. It is clear that student’s behavior is formed from childhood, which is a role of parents. Besides this, when students behavior at school is questionable, the school administration normally involves parents to either punish, advise or form the students’ character with regard to school norms and rules. Parents’ cooperation may help to direct students to bring order which is a characteristic for effective teaching and learning leading to improvement in academic performance.

In their study about school governance, Ekatan and Kasakya (1996) categorize school needs into three; one category being; those that require the community and school working together for example discipline. Although the above researchers have not established the relationship between students discipline and academic performance, experience in Uganda shows that most schools whose discipline has deteriorated, for instance those with constant violent strikes, have had a gradual academic decline. Since discipline is a managerial area where parents’ participation is indispensable, it was important to establish whether parents’ participation in ensuring students’ discipline contributed to academic standards.

In another study carried out by Cotton and Wikelund (2006), parents’ involvement in students’ schooling created effectiveness in fostering students’ achievement. Aspects considered were; helping students in home work, helping students in making post secondary plans, behavioral improvement, home school communication and parent school agreement on reward. However the study shows no clear evidence of a causal relationship between parents’ involvement in school management and students’ academic performance although it holds that some writers believe that such a relationship exists. Hence, the study will focused on establishing the extent to which parents’ roles in school management influenced students academic performance.

Social control is also a mechanism that may be related to school achievement. Onuka and Arowojolu (2008) as quoted by Oniyangi (2008) indicate that when families do not agree with each other or with schools about appropriate behavior, the authority and effectiveness of teachers may be undermined. Yet social control helps children to receive messages about the importance of schooling and consequently increase children’s competence and motivation to learn. There was need to establish the degree to which parents’ influence on students’ social conduct and discipline contributed to students’ academic performance.

There are two ideas that may be considered here. Discipline connotes orderliness which is essential if one has to be responsible, diligent, cooperative, and ready to do what is right in a given institution. The other is that parents are indispensable in the development and maintenance of students discipline as observed by Okeke (1985) and Adewuyi (2002). Although concerned people have studied discipline and how it can be maintained, a lot remains about whether students’ can perform any better without parents’ or guardians’ contribution toward their conduct. After a successful study, the researcher hopes to make a contribution towards whether students can actually perform better without their parent’/ guardians contribution to school management. Recommendations to this effect were to be given.

2.3 Empirical Review of the Study

According to Owuamanam (1991) families and schools have worked together in striving to give learners quality education since the beginning of formal schooling. Families were responsible for preparing their children with the necessary skills in the early years and schools took over from there with little input from families. However, today in the context of greater accountability and demands for children to achieve peak academic performance, schools and parents have formed partnerships and share responsibilities for children’s education in more structured ways. Okeke (1985) show that parental school involvement consists of activities like volunteering at school, communicating with teachers and other school personnel, assisting in academic activities at home and attending school events.

According to Okendu (2006), recognition has been given to crucial role play of parents and also on the rights and responsibilities of parents in the management of 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 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. It is against this background that the researcher was interested in finding out whether parents in Nigeria actually participate in their managerial roles and responsibilities and the contribution this participation could be having on students’ academic performance.

In a study carried out by Adewuyi (2002) 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, Ajayi (1997) 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 Okeke (1985) 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. This is because the study addressed the case of Nigeria county where there is a coincidence of poor parental participation in school management and poor academic performance, meaning that the relationship between parental involvement in school management had to be probed, to empirically establish as to whether parental involvement has been related to the poor academic performance hence the justification for the study.

Okendu (2006) discuss parents’ diverse ways of participating in school management. It also include communicating with teachers, participating in academic-related activities at home, and communicating the positive value of education to the learners, adding that these are related to school performance. While the propositions advanced by Epstein and Sanders (2002) might be accepted without controversy, in the context of the study, critical consideration of these propositions indicated the need for investigation. First, the authors indicate what parental participation in school management could influence but they do not indicate why and how it could do so. Second, it is to be noted that, methodologically, Epstein and sanders (2002) conducted their study in an industrialized setting and where parental levels of education are relatively high, especially when compared to those of the parents in Nigeria. It was, therefore, concluded that their findings were incomplete and that the possibility of their inference to the context of a rural context unknown.

According to Ajayi (2007), being stakeholders in education, parents qualify to be participants in policy making and implementation in schools. This is because the parents have direct responsibility over the learners that might be affected by the implementation of policies and the parents could themselves be affected by those policies, meaning that they form part of the relevant policy publics (Owolabi, 2006). It is believed that when some stakeholders don’t participate in policy implementation in a given system or institution, those policies may fail.

Summary

The creation of Parents-Teachers Associations in the Nigerian school system has led to the emergence of PTAs at institutional, Local Government Area, State and National levels. This development has made many parents to be more actively involved in school programmes than ever before. Roles of Parents-Teachers Association can be grouped as advisory; disciplinary; financial; maintenance of school-community relations; provision and maintenance of infrastructural facilities. PTAs’ roles enables parents to know the problems of the school their children attend, complementing government efforts in the provision of physical facilities, and providing assistance to the institutions in the areas of funding, supervision, guidance and budgeting, thereby ensuring quality in the schools’ activities.

QUESTIONNAIRE

This questionnaire on the subject “THE ROLE OF PARENTS’ TEACHERS’ ASSOCIATION IN IMPROVING THE QUALITY OF EDUCATION (LED) in Lagos State” has been designed purposely to source for relevant data that will compliment the research work.

The information supplied will be treated in utmost confidentiality and use mainly for the purpose in which the study is intended.

Your honest and objective answers to the following questions will be highly appreciated and acknowledge. Please tick the appropriate box provided for the answers and make comment(s) where necessary.

SECTION A: DEMOGRAPHIC PROFILE

Sex:
Male [ ]
Female [ ]

Age:
21 – 30 years [ ]
31 – 40 years [ ]
41 – 50 years [ ]
51 – 60 years [ ]
Above 60 years [ ]

Marital Status:
Single [ ]
Married [ ]
Widow [ ]
Widower [ ]

Qualification:
W.A.S.C/Equivalent [ ]
OND [ ]
NCE [ ]
B.Sc/HND [ ]
MBA/M.Sc [ ]

SECTION B:

Please read the following statements, and tick in the box that best explains your opinion. Tick only one number for each statement using a scale below:

SA: Strongly Agree SD: Strongly Disagree

A: Agree D: Disagree

U: Undecided

			SA	A	U	SD	D
A.		Attitude of parents’ teacher association on students’ academic performance
1	Proper discipline of students by parents-teacher-association will improve their academic performance
2	Parent and teacher encouragement towards students’ study habit will enhance their performance
3	Good parenting will improve students’ academic performance
4	Effective management of school activities will aids better quality of students’ academic performance

Financing of school by parents’ teachers association and standard of education

Contribution of Parents’ teachers association in school administration

Parents’ teachers association involvement in school events

Challenges faced by parents’ teachers association in improving the education standard

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