CHAPTER ONE 1.0 1.

1 INTRODUCTION Background to the Study Parent-Teacher Association (PTA) is a formal organization composed of parents, teachers and staff that is intended to facilitate parental participation in a public or private school. Most public and private schools in Nigeria have a PTA, a Parent Teacher Organization. The goal of all parent-teacher groups is to support their schools, encourage parent involvement, support teachers, and organize family events. The school organization, administration and management has become sophisticated and complex to the extent that governments alone cannot handle, problems ranging from students unrest, poor attendance to schools and drop out especially among female students could be solved with the assistance of the (home) parent Teachers Association. Public schools require effective community support, hence the need to establish a well organized Parent-Teachers Association in our primary schools cannot be over emphasized. School Advisory Boards were established in schools to assist in solving issues related to the administration and management of education. However, it was observed that School Advisory Boards were not effective since they were regarded

as a mere consultative body on certain disciplinary cases. Another reason could be that, there was no much interaction between the schools and Advisory Boards. Communities are supposed to play important role in influencing the school since they regard each other as partners. However, schools have been holding the community performance in the school with suspicion as observed by Musaazi (1984:242) that parents consider the job of teachers as merely instruction in the classroom not organizing productive activities in the village or doing other community development, type of activities. Teachers do sometimes reject the idea of having local villagers (parents) to participate in managing the schools. This kind of feeling among the teachers has therefore made parents to regard the school only as a modern creation exclusively meant for only those with Western Education and hence the ordinary parents with no such type of education were therefore not expected to participate in its activities. Government seemed incapable to shoulder the entire educational burden alone, the government therefore need to involve parents and Parent Teacher Association actively in the management of primary schools in the Federal Capital Territory. Parent-Teacher Association has a very long history in Federal capital Territory. The association developed from within the parents themselves in their attempt to be involved in the management and administration of schools in the
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Federal Capital Territory it was observed that the activity of the association has been characterized with mere fund raising at the expense of other important roles. The role of Parent-Teacher Associations ought to extend beyond mere financial contributions to include policy making in primary schools management most especially in areas, such as curriculum change and other educational development. The intent of this research is to explore in to the problem that surrounds the role of parent teacher association the management of schools in Federal Capital Territory. 1.2 Statement of the Problem There are insinuations from certain quarters that the PTAs interfere negatively with the administration of schools. Many private schools for instance will rather operate without a PTA to check the perceived undue interferences of parents. However, it is thought by some that PTAs play a rather significant role in the running of schools. The study therefore will examine the financial contributions to schools by ParentTeacher Association, parents involvement in the students academic activities as well as parents involvement in the social activities of the schools in order to understand the contributions of PTA to the development of primary education in the country.

The study intends to investigate the extent to which the roles of ParentTeacher Associations are being achieved in development of primary schools in Federal Capital Territory. 1.3 Purpose of the Study The aim of the study was to investigate the extent to which the roles of parentteacher association in the management and development of primary education in Gwagwalada Area Council with a view of suggesting ways to improve to allow general effectiveness and efficiency of the educational system. The specific purposes for this study include: 1. To observe the roles performed by Parent-Teacher Associations in the management of primary schools in Gwagwalada Area Council. 2. To identify the contributions of Parent-Teacher Association to the smooth running of primary schools in Gwagwalada Area Council. 3. To study the reactions of parents towards parent-teacher association with regard to the activities of the association in relation to the management of primary schools in Gwagwalada Area Council. 4. To study the impact of PTA on the development of Primary Schools in Gwagwalada Area Council.

1.4

Research Questions The research attempts to answer the following research questions: 1. What roles does Parent-Teacher Associations perform in the management of primary schools in Gwagwalada Area Council? 2. What contributions does Parent-Teacher Association make to the smooth running of primary schools in Gwagwalada Area Council? 3. What are the reactions of parents towards parent-teacher association with regard to the activities of the association in relation to the management of primary schools in Gwagwalada Area Council? 4. What impact does PTA make to the development of Primary Schools in Gwagwalada Area Council?

1.5 Basic Assumptions The study is based on the following assumptions 1. That the existence of Parents Teachers Associations aids the development of primary schools in Gwagwalada Area Council. 2. That Parent-Teacher Association functions are not identified in relationship with the development of the secondary education primary schools in Gwagwalada Area Council.

3. Parents have adequate perception of their role in the activity of parent teacher associations. 4. Parent Teacher Associations members may not be aware of other more important functions of the associations. 1.6 Significance of the Study The government cannot bear the entire burden in managing the financial responsibilities of all post primary institutions in the Gwagwalada Area Council. In view of the above, there seemed to be no better forum where both parents and teachers could meet and make a worth while contribution in sharing with the government part of the educational responsibility other, than through the Parent Teacher Associations. The research was intended to make parents become more responsive and conversant about their role in the activity of parent Teacher Association. Equally, principals and Teachers would be more knowledgeable about their role in parent Teachers Association activities. Furthermore, the study would serve as basis for studies on the role of parentteacher association in relation to the development of primary school education in Gwagwalada Area Council for so many reasons: On the whole, for the justification

of the position taken by the parent teacher association the research work is therefore of great significance to find out what specific. Finally, the research findings are to be used as a pointer to the ministry of education to initiate a move towards involving parent teacher association in policy making rather than reducing them to mere fund raising organization. 1.7 Scope of the Study The area to be covered by this research work is the Gwagwalada Area Council of the FCT in Nigeria. The study is specifically delineated to primary school in the area council as a result of time constraints as well as financial constraints.

CHAPTER TWO 2.0 REVIEW OF RELATED LITERATURE

2.1

Introduction In this chapter, the relevant literatures are discussed in the following sub-

headings: (a) Theoretical/Conceptual Framework of the study. (b) Purpose and relevance of Parent-Teachers Association. (c) Organization and composition of Parent-Teacher Association. (d) Parent- Teacher Association and school administration. (e) School community relationship. (f) Review of some parent Teachers Association constitutions. 2.2 Theoretical/Conceptual Framework

This section is an attempt towards exploring the theoretical framework with the view of giving the entire work a kind of the theoretical basis. The following areas were examined: a. Organizational theory. b. Leadership and organization. c. Goals in organization
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d. Communication and school management. e. Delegation of authority. 2.2.1 Organisational Theory According to Persons (1990:17) organizations are social units (of human groupings) deliberately constructed and reconstructed to seek specific goals. Modern societies have so many organisations that are establish to accomplish specific goals for social development. Among such organization is the parentTeachers Association whose characteristics, goals and objectives follow very well in parsons definition of organization. A prominent organizational theorist, Webver (1961) as cited by Etsioni (2001) distinguished three modes of theories which an organizational structure may adopt: traditional charismatic and authority. It was observed that Weber emphasized on the rational aspects. Barnard as cited by Etzioni (2001) while examining similar set of complex organizations, placed greater emphasis on the psychological and social aspects in the case of main focus, of this review, both Webers structure can be observed. Selznicks theory as cited by Etzioni (2001) rests on Webers and Barnards foundations. He studied organizations not only as economics and adaptive structures, but also as the co-operative systems. This led him to examine the formal roles of the participants as well as their personality and leadership. Selznicks
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theory is more closely related to this area of investigation; the role of parentTeachers Associations in the development of secondary schools in Federal Capital Territory. The role of the participants (parents and Teachers) and their personality and leadership in the discharge of their various roles are clearly identifiable. Parsons contribution in organizational theory is predominantly oriented to the attainment of specific goals. This, when related to parent-teacher associations could mean closing the gap between the home and the school with the view of promoting education welfare of the child. Specifically, parent-teacher association is geared towards improving teaching, learning and welfare of the students. The above theoretical constructs of organizational theory when looked from a different perspective can be summarized as consisting of elements of classical theory of management, human relations and the structuralists thinking in administration. Area of Study The Federal Republic of Nigeria become worthy of consideration by the Governemt of the late General Murtala Mohammed for a new Capital. Many Nigerians observed that Lagos was be set by Intractable problems and as such unbefitting of a Federal capital City. The Federal Government therefore on August 9th 1975 announced a seven (7) man committee headed by renowned Jurist, Dr.

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Timoty Akinola Aguda with Dr. Tai Solarin, Colonel Monsignol-Petrik Nartubs; Prof. C.K. Ogan, Alhaji Mohammed Musa Isma, Dr. Ajato Gandanu and Chief Owen Fiebai as members to advise the government on where to site its capital in stand of Lagos. This committee has Chief E. E.Nsefic as its secretary. On February 5th 1979, Federal Capital Territory was born by Decree number 6 of 1976. The decree was promulgated to give a legal state to the new capital territory. The ownership control and governance of the territory was vested in the Government. The Decree also established a Federal Capital development Authority (F.C.D.A) with the responsibility to plan, design and develop the territory including the sitting, management and the deployment of education in the territory. The Federal Capital Territory (F.C.T.) is located within the centre of the geographical are called Nigeria, it shares boundary with Kaduna State to the North, Nassarawa State to the East and South East, Kogi State to the West and equidistant from almost all parts of the country. It is inhabited by Egbura, Gwari, Nupe, Hausa and son on. The land scope of the territory consists of titled alluvial plains dissected by Rivers Guran and Usuma and a range of hills, and extension of the Jos Plateau popularly known as Jemaa plate from running through to the middle of the territory. The vegetation is predominantly Guinea savannah, the soil is reddish and its temperature fluctuation between 30o and 37o centigrade. Like some other parts of Nigeria, Abuja is basically affected by the dry and rainy session the dry session
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is between December and Mrch and rainy session is about April to Novermber. Rain fall average 1,632mm annually. The Federal Captial Territory is presently made up of six area councils: Abaji, Gwagwalada, Kwali, Kuje, Abuja Municipal and Bwari, each with average 4 5 secondary schools with Gwagwalada having the only school for the gifted students. 2.3 Leadership and Organisation The success of any organization depends mainly on effective administration procedures (Musaazi: 1982). However, such effective leadership, organization, such as educational institutions require dynamic leadership. According to Stodgill (1958: 38) leadership is organized group in the task of goal setting and goal achievement. Leaders wherever they are, availed themselves with one-type of leadership style or the other. Parent-Teacher Associations as an organization is being steered under the leadership of dynamic chairmen who are seasonal administrators in their respective areas of endeavours. Since Parent-Teacher Association s is a voluntary organization, a leadership style befitting its status and aspirations of the majority must be thought. However, it must be understood that such a leadership style must relegate concretely to the goals of the association. 2.4 Goals in Organisation

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Organizations are generally established to achieve certain tasks (goals). The success of organizations is invariable measured in relation to accomplishing organizational goals. Goals of organizations serve many functions. They provide direction and guide-lines for organisationl activity. Organizations are social units which pursue specific goals (Etzioni 2001:5). According to Etzioni (2001) organizational goals is a desired state of affairs which the organization attempts to realize. Organizations are constructed to be the most effective and efficient social units (Etzoni 2001:8). The actual effectiveness of a particular organization is determined by the degree to which it achieved its goals. The efficiency of an organization is measured by the amount of the resources used to produce a single unit of output. Parent-Teacher Associations as an organization is specifically aimed towards serving as a clearing house for the presentation and discussion of educational problems where parents and teachers through contact could develop greater understating for the effective solutions to our educational problems (Moehlman, 1997). The effectiveness of any parent-teachers association in the Federal Capital Territory would be measured in relation to solving the numerous educational problems facing our secondary schools. 2.5 Communication and School Management
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Communication is an art used all the time. It is the exchange of information, feelings and attitudes. Communication involves sharing of ideas and information in related to parent-teacher Associations as it comprised of many people showing a common interest (the advancement of education and students welfare). Afolyan (1982) described communication as the life blood of any organization. According to Simon (1998: 152). Communication is inseparable with organization to influence the behaviour of the individuals for there can be no organization without communication. There are various types of communication used by school principals. These are summarized in to two broad classes. There are channels of communication with members of the school and also a channel of communication with community members. School principles should inform parents on the activities of their schools and to share a common idea with them. However, the medium of communication and mode of contacting members to attend meetings could constitute a serious problem to the effectiveness of the association. 2.6 Delegation of Authority Authority is an important aspect necessary for achieving the set of objectives in any organization. Authority is being seen as the power to make decisions which guide the actions of another (Musaazi 1982: 100). Delegation is simply the process
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of dividing up the superiors (boss) total work and giving part of it to the subordinate to perform on 106). As educational organizations grow in size, they become more sophisticaticated and complex, delegation of authority and responsibility becomes increasingly essential. By law, school administers have been delegated to carry out certain functions of the ministry in their respective schools. Principals therefore find themselves in a kind of dual relationship. They exercise authority and also subject schools board of governors. Authority is not usually measured by positions in the Associations. The constituted views of the association are not adhered to due to selfish interests of some highly placed individuals. In view of the numerous tasks to be performed by the state ministry of Education on one hand, and the desire of voluntary organizations like the parent Teacher Associations to assist in the management of post primary institutions, some element of delegation of authority is identifiable. It is the responsibility of the Federal Ministry of Education to collect any dues from students. The Ministry has delegated school principals to collect such money on behalf of the ministry. It is also the duty of the ministry to feed the large students in the boarding institutions. In conclusion, a theory could be described as a set of assumptions from which a set of empirical law may be derived. They are developed, essentially to
15

assist in the identification and clarification of problems now and in the future (Etzioni, 2001). Parent-Teachers Association as an organization must strive to identify and clarify the educational problem facing post primary institutions in the Federal Capital Territory. As an additional impetus, members of the association must elect leaders of impeccable character and transparent honesty. 2.7 Purpose and Relevance of Parent-Teachers Association According to Collins (1973:87) Parent-Teacher Association is an organization or combination of parents and Teachers meant to cultivate and facilitate mutual understanding so as to make the education of children a joint operation as well as understanding social and fund raising activities some of the main objectives of Parent-Teacher Associations in secondary schools in the Federal Capital Territory would include strengthening the authority of the school in caring out disciplinary problems, financial contributions, social activity and exchange of useful ideas between the teachers and the parents. It is important to involve parents and teachers in policy making concerning education in the Federal Capital Territory so as to make education of the child a joint responsibility between the home and the school.

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Parent-Teachers Association was described as a mechanism in the advancement of education. He therefore called on the parents to be part of that driving droce which is devoted to education. Parents group that does not think for itself is not one of great strength. Neither is it in the long run one that contributes significantly to Education. Hence, groups that are motivated by common purpose can gain much through the utilization of the capacity found in them. Submissive power structure is not one that will grapple effective with large issues (Morphet 1981: 221). In a similar related vein Dada (1971: 175) saw Parent-Teachers Associations as important and effective in fostering parents education, child welfare, further school improvement, home and community cooperation and interpreting school to public in general. This to the researcher is related to the study especially in its contribution towards enlightenment of the public. For any association to fulfill such a task, it must be made part of the policy and decision making body more than what obtains now on the same note, Stearns as cited in Grant (1993) noted that: involvement of the parents in the formal education of their children is good for the children, good for the school and good for the community. However, Stearns failed to elaborate to what extent it would be good to the beneficiaries. One would have expected a more detailed and comprehensive analysis on the possible effect of Parent Teacher Associations involvement in
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Education. Despite its inadequacy, yet, it would assist in strengthening the parentTeachers Associations which would pave way to create and solidify a sound school community relationship. As contained in the Bye laws of the United States National Congress of parents, the objectives for setting up a Parent-Teacher Association are as follows: a. To promote the welfare of children and youth in the home, church and community; b. To raise the standards of home life; c. To secure adequate laws for the care and protection of children and youth; d. To bring into closer relation the home and the school that parents and teachers may co-operate intelligently in the training of the child. e. To develop between educators and the general public such united efforts as well as to secure advantages in physical, mental, social and spiritual education. The primary and secondary purpose of organizing Parent-Teacher Associations according to Moechlman (1997) agreed with the above objectives. The primary function is that of serving as a clearing house for the presentation and discussion of educational problems in order and contact develop greater understanding of the individual child and better cooperation for the effective solution of educational
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problems. The secondary function of Parent-Teacher Associations should be given a more articulated role in the management of schools in the Federal Capital Territory in order to achieve those laudable objectives since they do not in any way differ from those upheld by the country way differ from those upheld by the control and Federal Capital Territory in particular so as to enhance parents contribution (moral and otherwise) to supplement government efforts towards improvement of education of their children. Nigerias present education system accorded high priority to self reliance and communal participation in the development of their environment just like many other developing countries. Modern educators have unequivocally reiterated the desired need for teachers to have a forum with the parents of the pupils they teach for a common understanding. Woodbury (1979) said that it appears vital that professional educators and boards of education acquire a better understanding of value structure of their own community and make every effort to develop educational goals or alternative programmes to recognize these values. He went on to add that parent -Teacher Associations serves as a place where parents could get more information on how to deal with problems of their children. From the above, one may conclude that parent- Teacher Associations is to educate and make parents more informed about school activities thereby to create an avenue to change the attitudes of most parents
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against Western type of education which hithro has been negative, and also to instill in the minds of parents the quest for knowledge so as to have an enlightened society. In view of the above, the relevance of Parent Teacher Associations to schools could be seen in the material, financial and moral assistance given to school in various communities in the country as highlighted by the following national dailies; Nigerian standard, June 2, 1979 Daily Sketch, February 16, 1979, Sunday Punch, May 11, 1980 and Daily Times May 9, 1980 and so on. Durojaiye (1976) while analyzing the relevance of parent teacher associations stressed that teachers and parents have the most important influence during the critical period of childs life. In Europe, especially in England and Wales, Parent-Teacher Association played a prominent role in the development of Education by reflecting the interest and welfare of schools and extra curricular activates. King (1979) stressed on the importance of parent Teachers Associations in British Education where it encourage all aspects of home and school cooperation through school association involving parents. Dubey et al (1979) has it that parents exercised the strongest influence over the lives of their children in schools even when they go abroad for studies

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According to the Parent Teacher Association president Unger of Scotch Plains, New Jersely, as cited by Omisore (1991) that the association provided parents with the strongest voice they can have no children issues, adding that the National parent Teacher Association is the largest children advocacy associations in America. It would be of relevance therefore for parents all to stand and speak with a single voice on matter affecting education of their children. They may become militant in demand for more recognition to participate actively in policy making organ of the ministry provided they are solidified and articulated. ParentTeachers Association could as well be of use to assist governments in general and schools in particular to solve issues of students unrest and secret societies in the countrys institution of students unrest in Nigeria today is largely due to lack of proper home training and parental care for the moral well-being of the young ones. On a landscape, Parent-Teachers Association of tomorrow for the nation. Generally the periods between 1970s and the early parts of 1980s could be regarded as the period which marked the beginning in the establishment of parent teachers Association for various communities in the country. Parent Teacher Associations witnessed an unprecedented upsurge during the later part of 1980s in Federal Capital Territory due to a higher level of public enlightenment achieved with the contribution of the Agency for mass Education in the Federal Capital Territory.
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It is in view of the relevance of the Parent Teachers Association as one of the Doll went further in suggesting the following measures to be considered by principals: 1. Assess community needs. 2. Identify various community organizations that are engaged in educating citizens 3. Isolate areas of mutual interests to avoid duplication. 4. Initiate Joint efforts and actions between and among organization. 5. Establish a coordinating council that serves as a clearing house for service exchange. 6. Help the teachers prepare for Parent Teacher Associations conferences and make readily available information concerning its procedures. 7. Pin-point areas of contacts with the schools. 8. Initiate cooperative programmes between the Parent-Teacher Associations of other schools. As indicated somewhere else earlier in this chapter for any association to succeed, it must uphold the needs, aspirations and ideas of the community where it is rooted. Many social clubs have seriously embarked on organizing and education community members to become literate in the Federal Capital Territory. However, it must be stressed clearly that the activities of parent Teachers Associations and
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that of the old students Associations be stream-lined to avoid duplication of both human and material resources. There are Parent-Teacher Associations councils at district level, local government towards coordinating parent-teacher associations activates. A more realistic means of encouraging teachers to prepare actively for parent teachers associations conferences is to make them to present papers during such occasions. This may likely instill a sense of recognition of its activities. Ukeje (1984) indicated clearly that initiative school principals are able to solve many disciplinary problems s among student and teachers bent on tarnishing the good image of the school by the assistance and involvement of the parentteacher associations. 2.8 School and Community Relationship Education is the responsibility of the community, the state and the nation in general. Therefore, the formation of a Parent-Teacher Associations should cut, across the various sections of the society in order to achieve the maximum support and co-operation of all concerned. Musaazi (1982)-237) was of the view that the relationships between the school and the community are important to the all round growth and development of both pupils and adults. However, when uncertainties arise about the progress of their children or the school in general, their anxiety and

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indeed that of the community as a whole is usually freely expressed, and there can be no doubt about their concern. (Durojaiye 1976:27) expressly stated that there is no disagreement among students of child development and students of education and the society that of all the agencies of the society which affect children, the home and the school exert the strongest and most pervasive influence. In view of the assertion, it becomes imperative that the school and the community should be more closely related in matters affecting the education and welfare of the children. A most effective means is when students clubs, organizations and societies. Invite parents for example, the young farmers club to demonstrate modern farming techniques to the community. The school could as well serve as a vehicle in the promotion of the culture, music and history of the community through the curriculum with the view of the communal suspicion on Western type of education. Our modern educational system demands that, schools whether government owned, private or community should involve parents is the policy making body of the institution. It was observed that: The new idea of the democratic school system implies that citizens of a community have the responsibility not only to finance the schools, but also to participate in determining educational goals and objectives and in building curriculum that will truly meet the need of children and youth. It is the

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function of the home, school and the community to settle such problems together Leibermen (1960:112). The above quotation does not only suggest that active participation of the community in school activities. It categorically indicated that the condition between the school and community may centre around the curriculum. However, if communities are to be more functional in educational issues and also to play the roles expected of them in the management of education in Federal Capital Territory, therefore, communities should to some certain extent dictate what is to be taught because, schools are part of the community. But parent-Teacher Associations as a democratic organ representing the community is being marginalized and restricted from participating in policies by the ministry of education. While acknowledging the relationship between education and society, he fully commented that, the child may come to school ill-equipped for and hostile to learning under any educational regime, but for most part his educability depends as much as on the assumptions, values and aims personified in the teachers, and embodied in the school organization in to which he is supposed to assimilate himself, as those he brings with him from his home Wiseman (1971:168). One may observe that the teacher, the school, the child and his home are to make significant contributions towards childs success in the school for the overall attainment of the

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national educational objective. The place of co-operation between the community and the school in any educational venture can not be over-emphasized. It is presumed that both homes and schools could effectively co-operate to tackle any problem(s) likely to arise, be it academic or otherwise. Schools, according to Tarrant (1981) should rise to integrate the child successfully in to his immediate community. This may not seem to be an easy task especially that schools were in the past isolated from their communities which they tend to serve. Traditionally, schools were often sited and built too far away from towns. In an attempt to correct this demanding trend, the concepts of Ujmaa and Herambeeism philosophies is suggested as practiced both in Tanzania and Kenya respectively so as to fully involve and the integrate the schools in to their communities. For communities to full accommodate schools, they should from now be involved in the administration and management of schools particularly in the Federal Capita Territory and all other facets of policy making to meet the needs of the people. The achievement recorded in Kenya and Tanzania in the fielf of Polytechnic Education is a drive towards self reliance and could be attributed to the level of communal involvement to develop their countries.

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However, in fostering an effective and sound school community relationship, is pertinent to make ourselves abreast with the community characteristics regarding its philosophy of education. It is for that reason that Bullock as cited in grant (1973) summaries such community knowledge by appraising the following questions:1. What is the general community level of approval of the school programme? 2. What kind of educational philosophy does the community hold? 3. What degree of prestige do teachers as an occupational class hold in the community? 4. What kind of community is this with regard to such characteristics as cohesiveness and unity of action? 5. How does the community define the role of the school administrations? 6. How receptive is the community to charge? From the above questions asked by Bultock, it could be asserted that the educational philosophy upheld by a particular community should have a bearing on the school curriculum. The educational content must therefore work towards the upliftment of the educational level of the general populace of the federal capital territory. This also accounts to why Islamic education and some aspects of commercial education dominated the western type of education in the sate. Similarly, one may as well add that parents accept school programmes readily,
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yet they need to have a say in the educational aspects affecting their children to demonstrate that they are receptive to charge and innovation it is sad to note that teachers were not highly respected most especially by the society. A possible reason could be because they are poorly paid. In additiona, cox et al (1961), Beck (1968) and Jamnala (1970) viewed school as a miniature society which must reflect the values and aspirations of their communities in all ramifications. They further maintained that the

relationship between school and the community be reciprocal. This, however, when applied to education could mean that our educational systems be geared towards upholding our cherished values and ideals which are to be attained by the child (learner). For schools to do this effectively they need to establish a very sound rapport and understanding with their communities and such should from the base for parents participation in actual school administration and policy making. It is equally sad to note that there was not substantial input in to education by the community, hence there seemed to be little contact between them, thereby depriving the schools of their cultural foundation. 2.9 Organization and Composition of Parent-Teachers Association The organization of a local Parent-Teacher Associations is very important as it will affect its success. However, the question that comes to mind is; who
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should hold membership in Parent-Teacher Association? In the light of the above, it was suggested that. The organization of a local parent-teachers association may be initiated by any one of several individuals or agencies. The most common are the school principal, the school staff, parents and some part or all of the school staff, the parent-teachers association council fro the area, and the board of education in terms of policy requiring the organization of such a parent-leaded group Hymes (1953). Schools are naturally dealing with the lives of pupils. Though membership in to the association is automatic and free to members of the society, care must be exercised while electing persons to hold responsibilities in the organization. Parent Teachers Association should consist of people of exemplary characters whose lives are centered towards serving humanity. Equally, such members must be honest, trustworthy and reliable. Afolayan (1982) seemed to be more accurate and precise on the organization and composition of parent-teachers associations. He opined that, normally members of association consist of teachers and the parents of the students in the school. Since membership is free and automatic for members (teachers in a given school). It could be regarded as unethical on the part of any professional teacher not to attend parent-teachers Associations meetings.

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Hymes (1953) while writing on the appropriate time parent-teacher association meetings suggested: 1. At the start of the school year during which school programmes can be relayed to the parents. 2. At the end of the school calendar year to give progress report on students achievements to the parents. These two suggestions by Hymes though reasonable, but are nave. ParentTeacher Associations meetings may be convened by various secondary schools depending upon the needs and the circumstances surrounding the need to call such meeting. 2.10 Review of Some Parent Teachers Associations Constitutions Organizations are government and guided by constitutions and standing orders to assist and give them a general sense of direction in the discharge of their functions. Constitutions governing the activities of Parent Teachers Association of some selected states were reviewed and contrasted against that of Federal Capitatl Territory. The ideal of comparing these constitutions was to find out if the constitutions governing parent-teacher associations in the Federal Capital Territory are adequate or otherwise.

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The Federal Capital Territory Ministry of Education provided a constitution which served as a framework for the effective functioning of Parent Teacher Associations in all the post primary schools. Under this document (see Appendix iii) the aims and objectives of the Parent Teacher Associations were spelt in article iii and it included. a. To provide the platform for parents, guardians, sponsors and teachers of students of Nigeria 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 the appropriate agencies. b. To co-operate with and support morally and financially the Federal, State and Local governments, Ministries, Boards, commissions, and all other appropriate organization institutions and establishments of education to achieve high standards of academic performance discipline, morality, service and integrity in our schools. c. To provide a forum for both parents and teachers to hold useful discussions on matters affecting school, students and staff with a view to ensuring a conducive atmosphere for effective teaching learning and peaceful co-existence in the school.
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d.

To help in any way possible to supplement government efforts in the provision of facilities that helps the school in the discharge of its basic functions and encourages both staff and students in the pursuit of knowledge.

e.

To bring closer union between parents and teachers of the school. The above aims and objectives of parent-teacher associations when

contrasted with

those provided by primary schools management board in

establishing parent-teacher associations in all its primary schools, it appeared that the aims and objectives provided by the mother ministry of education in running and establishing similar associations proved inadequate. Parent-Teacher

Associations should encourage and involve parents to take keep interest in the education of their children as outlined in the guidelines on the establishment and running of parent teacher associations in primary schools. It is important to involve parents to take keen interest in the education of their children government policies on education may not be realized in view of the enormous cost being incurred by government in the management of secondary schools in the Federal Capital Territory. However, in a similar vain, the draft governing constitution and standing orders of the National Parent Teachers Association of Nigeria (National PTA) is
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more comprehensive, detailed and informative. This may be so because everything national should have a broader base to accommodate the numerous diversity of It is also important for both parents and educators to have a clearly defined area of operation in school management to achieve results. Teachers need the educational understanding of the parents, and parents too need the social understanding of teachers in realizing the educational objectives and welfare of the children. There are four tiers of Parent Teacher Association administration and operational hierarchy in Nigeria. They include: 1. Schools of institutional parents Teacher Association. Every School or educational institution in every state and the mayoralty of the Federal Capital Territory of the Federal Teacher Association consisting of parents, guardians, sponsors and teacher of the pupils/students registered therein. 2. Central Parent Teacher Association (CPTA). The chairman and Treasurers of PTAS plus and Academic heads of schools and educational institutions in each local government education District shall constitute the parent Teacher Association at the local Government Education District level. The Local Administrator of Education and such other Educational agencies shall be represented in all their meetings but shall have no voting right.
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3.

State Parent Teacher Association of the local Government Education Districts throughout each state shall constitute the State Parent Teacher Association of the state.

4.

National parent Teacher Association of Nigeria. All State parent Teacher Association Chairman, Treasurers and General Secretaries plus not more than five observers from each State except the hasting state which may exceed five observers to receive the delegates, shall constitute the National body. The Federal Ministry of Education and other relevant educational agencies shall be represented without voting rights. Parent Teachers Association (P.T.A.) saw education as the key to human development and both parents and teachers were determined to send their children, wards or relatives to schools at any cost. Therefore, the role of P.T.A. of those days under the umbrella of Nigerian indigenous mission members. 5. That Parent-Teacher Association functions are not identified in relationship with the development of secondary education in the Federal Capital Territory. 6. Parents have adequate perception of their role in the activity of parent Teacher Association.

34

7. Parent Teacher Association members may not be aware of other more important functions of the associations.

35

CHAPTER THREE 3.0 RESEARCH DESIGN AND METHODS

3.1 Introduction In this chapter, the researcher takes a look at the research design, the population of the study and the sampling procedures. This chapter also covers the instrumentation, method of data collection and method of statistical analysis. 3.2 Research Design The research design used in this study is a descriptive survey because the concern of the researcher is to determine the role of the Parent Teacher Association in the management of primary schools. According to Awotunde & Ugodulunwa (2004), the concern of descriptive research is not why the observed distribution exist but what the distribution is.

3.3 Population of the Study The population for this study includes the administrator, the teacher and parent population of primary schools in Gwagwalada Area Council of the Federal Capital Territory. This population is estimated at 10,000. 3.4 Sample Size and Sampling Technique A total number of 240 respondents were used for the study distributed among five primary schools in the area council. They were randomly selected for
36

the study. This sample size was distributed between teachers, administrators and parents on the basis of the ratio 3:1:1. 3.5 Instrumentation A self-developed questionnaire was used to gather the data for this study. The questionnaire is very potent because it affords the researcher the opportunity to establish some rapport with the respondents. The questionnaire was designed along a four-point likert scale to elicit the response of in terms of Strongly Agree, Agree, Disagree and Strongly Disagree. The questionnaire was divided into two major sections. Section one contain request for respondents biodata while section 2 which is further subdivided on the basis of the research questions asked is targeted towards eliciting the views of respondents on the role performed by PTA in the development of primary schools. 3.6 Validity of the Instrument The face and content validity was carried out by the project supervisor in the Faculty of Education of the University of Abuja was consulted to vet and correct some items that might be vague and ambiguous. 3.7Reliability of the Instrument Pilot study was carried out to determine the reliability of the instrument. Twenty (20) members of the main population for the pilot study but such sample

37

schools will not participate in the main study. Analysis of the response from the pilot study was carried out by using the split-half method of determining reliability indices. A simple correlation of the odd and even responses provided the

reliability index of 0.84. This provides evidence of the reliability of the instrument. 3.8 Method Data Collection The questionnaire will be administered by the researcher with the aid of two research assistants. All completed questionnaires will be collected on the spot. The responses will be scored as stated below: Strongly Agree Agree Disagree -4 -3 -2

Strongly Disagree -1 3.9 Method of Data Analysis Descriptive statistics will be used in the analysis of data gathered using the questionnaire. This statistics include simple percentages and frequencies.

38

CHAPTER FOUR 4.0 DATA ANALYSIS, PRESENTATION AND INTERPRETATION 4.1. Introduction In this chapter, all secondary and primary data collected were analyzed using percentages and frequency counts, result are being presented and findings discussed. The data collected from the teachers and parents have been preserved. 4.2. Demographic Data Table 4.1: Distribution of Respondents According to Gender
Gender Male Female Total Frequency 167 83 250 Percentage (%) 66.8 33.2 100

The table above shows the number of male and female respondents. Male respondent totaled 167 representing 66.8% while female respondents totaled 83 representing 33.2% respectively.

39

Table 4.2 Distribution of Respondents among Administrators, Teachers and Parents

Category Admin Teachers Parents Total Frequency 15 73 162 250 Percentage (%) 6.0 29.2 64.8 100

The table above clearly showed that more respondents were parents; for instance, one hundred and sixty two (162) parents representing 64.8% of the sample were parents while the respondents from the teacher is seventy three 73 representing 29.2% and below the cadre the administrator with respondents of only 15 representing 6.9%. Above Distribution and Respondents indicate that parents participate more actively in parent teacher Association that other respondent in the table, which shows that the parents are more interested in the welfare of the pupils.

40

4.3 Analysis of Research Questions The following research questions have been analyzed below. 4.3.1 Research Question One: What roles does Parents Teacher Association play to primary school Education development in Gwagwalada Area Council? Table 4.3: Role of PTA in Primary School Development N=250
S/N Item S.A 1 2 3 4 5 There is functional parent-teacher Association in my school The leadership of the Association are active members The leadership is made up of both parents and teachers of the school PTA of my school has constitution guiding its operations Parent and teachers carry out promptly every resolution of the Association PTA contribution to the supply of school facilities e.g chair, table, chalk, books PTA have built toilet facilities in the school. PTA supplied the school with borehole PTA ensures that dues are paid PTA ensures school environment is clean PTA ensures that erring students are properly discipline by school administrator Overall Mean 102 118 202 171 60 % 40.8 47.2 80.8 68.0 24.0 A 5 79 18 68 58 % 22 31.6 7.2 27.2 23.2 Response D 22 38 23 07 64 % 8.8 15.2 9.2 2.8 25.6 SD 41 15 07 64 68 % 16.4 6.0 2.8 1.6 27.2 Mean 2.99 3.18 3.64 3.77 2.43

71

28.4

42

16.8

41

16.4

96

38.4

2.33

7 8 9 10 11

24 09 64 84 175

9.6 3.6 25.6 33.6 70.0

33 10 68 69 54

13.2 4.1 27.2 27.6 21.6

57 20 56 73 71

22.8 8.0 22.4 29.2 28.4

136 211 62 24 10

54.4 84.4 24.8 9.6 4.0

1.36 1.26 2.51 2.83 3.3

2.73

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The table above indicates that there are Parents Teacher Association in Gwagwalada Area Council, their roles in primary school development is significant. This can be viewed from their means scores; strongly Agreed 16.53, Agreed 6.05, while Disagreed is 3.76 and strongly disagreed is 2.8. The overall means is 2.73 which clearly shows that, their role are fact and significant in the development of primary schools in the area council. 4.3.2 Research Question Two: What contribution does parent-teacher Association make to the smooth running of primary schools in Gwagwalada Area Council? Table 4.4 Responses on Contributions of PTA to Running of Schools.
S/N Item S.A 1 Parents become involved in the activities of parent teacher Association to be informed about academic progress of their children Parents are mobilized for professional talk, lectures, seminar and workshops to assist students academically. Conditions in the school libraries should be improved by parent teacher Associations to make them more conducive to learning Parents and parent teacher Associations in secondary school anxiously and willingly make donations to schools. Financial demands as emphasized during parent teacher Association seems to scare many parents away from attending the Associations meeting 110 % 44.0 A 71 % 28.4 Responses D 37 % 14.8 SD 32 % 12.8

53

21.2

41

16.4

99

39.6

57

22.8

188

75.2

43

17.2

12

4.8

07

2.8

74

29.6

51

20.4

98

39.2

27

10.8

133

53.2

62

24.8

05

2.0

50

20.0

The data in the table above revealed the responses on contributions of parent teachers Association in running of schools show that:-

42

1. A number of 110, which represent 44.0% strongly Agreed that parents should be involved in academic progress of their children, 28.4% agreed 14.8 Disagreed and 12.8% strongly Disagreed. 2. In the same table, 21.8% strongly agreed that parents should be mobilized for professional talks, lectures, seminars and workshops to assist students academically, 16.4% agreed while 39.6% and 22.8% strongly disagreed and strongly disagreed. 3. A total of 188 representing 75.2% strongly that school libraries should be improved by parent teacher Association to make learning conducive, 17.2% also agreed while 4.8% and 2.8% disagreed and strongly disagreed. 4. In above table, 29.6% donate willingly and anxiously for the process of the school and 5. Lastly, it observed that financial demands during meeting scare many parents away from attending Association meeting with shows in the representation 53.2% strongly agreed, 24.8% agreed and 2.0% and 20.0% disagreed and strongly disagreed respectively.

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4.3.3. Research Question Three: What are the reaction of parents teacher Association regards to the activities of the Association in relation to the management of primary schools in Gwagwalada Area Council? Table 4.5 Reaction of Respondents on Management
S/N Item S.A 1 Parents are mobilized for professional talk, lectures, seminar and workshops to assist students academically Parent and parents teachers Association in primary school anxiously and willingly make donations to school Many parents do not seem to understand the objectives and purpose of establishing a parent teacher Association in primary schools. Administration often consider working with the Association as a threat. PTA are actively involved in organizing social activities. Overall Mean 33 % 13.2 A 29 % 11.6 Response D 172 % 68.8 SD 16 % 6.4 Mean 2.29

80

32.0

03

1.2

165

66.0

0.2

0.8

2.63

168

67.2

42

16.8

35

14.0

05

2.0

3.48

188

75.2

38

15.2

13

5.2

11

4.4

3.59

75

30.0

53

21.2

93 2.81

37.2

29

11.6

2.05

In the table above, it is indicated there that parents are mobilized for professional talks as part of reactions to PTA school activities, which represent a score of 2.29. Another reaction of PTA to school activities shows that parents donate willingly and anxiously. This is represented by mean scores of 2.63 and 3.48 respectively.

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Above all, the reaction of PTA to school activities shows that school administrator always consider PTA as a threat, despite PTA involvement in social and recreational activities in the school. This is also shown in the table with mean score of 3.59 and 2.05 respectively. 4.3.4 Research Question Four: What impact does PTA make to the development of primary schools in Gwagwalada Area Council? Table 4.6 The Impact of PTA in Development of Schools
S/N Item S.A 1 The success of parent teacher Association according to executives and non-executive is measured by the extent of their participation in school management to solve problem. Parent and parents teachers Association as parents in the management of education affecting their children should fully participate in all policy matters Members choose to absent themselves from parent teacher Association meeting because they cannot identify other important role than donation. Administration often considers working with the Association as a threat to their own existence. Many parents do not seem to understand the objective and purpose of establishing a parent Teachers Association Overall Mean 152 % 60.8 A 41 % 16.4 D 29 Response % 11.6 SD 28 % 11.2 Mean 3.26

148

59.2

63

25.2

21

8.4

18

7.2

3.34

168

67.2

42

16.8

35

14.0

05

2.0

3.48

129

51.6

73

29.2

13

5.2

35

140

3.17

141

56.4

65

26.0

31

12.4

13

5.2

3.32

3.26

In table above, the respondent agreed that for any meaningful development in schools, parents should be involved in school management and to participate fully

45

in all policy mater. This is respected with mean score of 3.26 and 3.34 respectively. The respondents also agreed that, PTA is impactful in the development of schools, but parent or members choose to absent themselves because they cannot identify other role than donation, and school administration considered working with parent Teachers Association as a threat to their own existence. This can be views in the mean score of 3.22 and 3.17 respectively. Lastly, the respondents also agreed that PTA is impactful in the development of schools, but many parents need to be educated on the objectives and purpose of establishing Parent Teacher Association in primary school. Representing mean score of 3.17 and 3.32 respectively. 4.4 Discussion of Findings As spelt out in the aims of this research work, the researchers main interest has been to identify the activities of parent teacher associations and how it has assisted effective school administration in the study area. Parent Teacher Association which operates outside government influence is an autonomous selfgoverning and self supporting organization made up of parents of the children attending a particular school.

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From observations and findings, Parent Teachers Association is fully utilized by school administrators and can be of immense value in establishing a cordial home school relationships. It can also remove some wrong misconceptions which is likely to tarnish the image of the school, our modern education demand that school, whether government owned, private or community should involve parents in the policy making body of the institution. There can be no better time than now for school if they have not established any Parent Teachers Association (PTA). The new idea of the democratic school system implies that the citizen of a community have the responsibility not only to finance the schools but also to participate in determining educational goals and objectives and in building curriculum that will truly meet the need of children and youth. It is the function of home, school and community to settle such problems together. The investigation further reveals that Parent Teachers Association is being grossly under utilized by the school administrators despite advantages associated with the organization. It was observed that despite efforts by some schools to organize an effective Parent Teachers Association, several interrelated factors such as socio-cultural

47

attitudes of the people, illiteracy and poor communication gap have continued to militate against it.

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CHAPTER FIVE 5.0 SUMMARY, CONCLUSION AND RECOMMENDATIONS 5.1 Introduction This chapter presents and summary of the findings based on the data collected, conclusion and recommendations have been made in order to ensure the effectiveness. 5.2 Summary As spelt out in the aims of this research work, the researchers main interest has been to understand the activities of Parents Teacher Association and how it has assisted effective school administration in Gwagwalada Area Council. ParentTeacher Association which operates outside government influence is an autonomous self government and self supporting organization made up of parents of the children attending a particular school. Parent-Teacher Association have immerse value in establishing coordinal home-school relationship. It can also remove some wrong misconceptions which is likely to tarnish the image of the school, whether government owned, private or community should involve parents in the policy making body of the institution.

49

There can be no better time than now for school if they have not established any Parent Teachers Association PTA. The new idea of the democratic school system implies that the citizen of a community have the responsibility not only to financed the schools but also to participate in determining educational goals and objectives and in building curriculum that will truly meet the need of children and youth. It is the function of home, school and community to settle such problems together. The investigation further reveals that parent Teachers Association is being grossly under utilized by the school administrators despite advantages associated with the organization. In Gwagwalada Area Council where this study covered, findings reveal that parent Teachers Association is being used to finance school projects without weighed other roles. 5.3 Conclusion The assumption that parents teacher Association was established for the general welfare of student and progress in education was fully supported by observation and findings from the data. It would appear more school administrators have established parents teachers Association in their Institution. In the light of problems identified, the better and efficient organization of parent teacher Association can be able to reduce such problems.
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Findings have shown that parent teacher association (PTA) has contributed a lot as well as given assistance in the school administration. 5.4 Recommendations 1. The fundamental problem contributing to unsuccessful organization of PTA is wide spread ignorance among the parents. Quite a large number of parents do not know what the association is all about; it is on the basis of this that the researcher recommend enlightenment of the parents through mass literacy campaign in rural areas. 2. That parent be informed early to enable them prepare and attend meetings. Parent in rural area cannot leave their farms when called upon during rainy season. Similarly some parents are civil servants and make use of weakened in farming travelling. 3. School administrators can impose their relationships with parents by keeping them informed of the activities going on in the school. 4. School authorities should seek the cooperation of the community head since it is easier for them to organize their subjects. 5. Frequent financial contribution should be minimized. Contributions should be on free will donations/participation of the parents. Money collected must

51

be judiciously used on the school projects. This has to so with the question of accountability. 6. Ministry of Education can help by making it mandatory for schools administrator to relate with the local community. 5.5 Suggestion for Further Study

The researcher suggests that more research work should be carried out on the prospects of Parent Teacher Association in primary Institution. Problem and

prospects of Parent Teachers Association and the place of Parent Teachers Association in our school programs could be another possible area of research. In the same vein, the contribution of the PTA and its effects on the academic achievement of the pupils could be another area for further studies.

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REFERENCES Adaralegbe, A. ed (1972). A Philosophy for Nigeria Education, Ibadan, Heinemann Educational Books Nig. Ltd. Afolayan, T. A. F. (1982). Principalship; Introduction to the Study of Administration of Post Primary Institutions in Nigeria . Institute of Education, A.B.U. Zaria. Beck, E. et al (1968). Education for Relevance: The School and Social Change. Houghton Mifflin Co. Boston, U.S.A. Castte, E. B. (1965). Principles Education for Teachers in Africa. Oxford University Press, London. Dubey, D. L. (1982). An Introduction to Research Methods and Statistics in Education and Social Sciences, Savanna Publishers Ltd. Jos. Doll, C. (1972). Curriculum Development: Decision Making and Process , Allyn and Boston, U.S.A. Edem, D. A. (1982). Introduction to Educational Administration in Nigeria, Spectrum Books, Ibadan, Nigeria. Ehiametolar, T. E. (1985). Strategies in the Management of Education, Evans Brothers, Ibadan Nigeria. Fafunwa, A. B. (1974). History of Education in Nigeria, George Allen and Unwin Ltd; London. Farrant, J. S. (1981). Principles and Practice of Education, Longman, London. Grant, C. A. (1979). Community Participation in Education, Allyn and Bacon Inc., Boston Massachusset. Green, L. (1969). Parents and Teachers; Partners or Rivals, George Allen and Unwin Ltd. London.

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Harman, W. W. (1969). Contemporary Social Forces and Alternative Futures A Journal of Research and Development in Education, Vol. 2, No. 4, Pages 67-89. Herbert, W. (1968). Handbook for Principals Suggestions for Action , McGraw Hill Book Co. New York. Hymes, J. L. (1953). Effective Home School Relations. New York. Ishaya, T. J. (1988). The Social and Economic Role of Parent-Teachers Association in the Administration of Some Selected Post Primary Schools in Jemaa Local Government Area of Kaduna State. Unpublished B. Ed. Project, A.B.U., Zaria. Jamnala, B. (1970). A Journal of Education, Vol. XIV, No. 2. University of Ibadan, Nigeria. Kings, E. J. (1978). Other Schools and Our Comparative Studies for Today, Holt Rhine Hart and Winston, London. Lieberman, M. (1960). Educational Control and Citizen Participation, Harper and Row New York. Miri, H. A. (1987). The Role of Parent-Teachers Association in the Administration of Post Primary Institutions in Kenam Local Government Area of Plateau State, Unpublished B.Ed. Projects, A.B.U. Zaria. Morphet, E. (1981). Educational Organisation and Administration, Concept, Practice and Issues, Prentice Hall Inc., New Jersey, U.S.A. Mukherjee, A. (1978). Introduction to Educational Psychology, K. P. Basu Publishing Co., India. Musaazi, J. C. S (1982). The Theory and Perception of Students and Parents . NEA Washington D.C. U.S.A. Myers, C. (1977). Interpersonal Perception of Students and Parents. NEA Washington D. C. U.S.A. National Policy on Education (1981) Revised, N.E.R.C. Press Yaba, Lagos.
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Okon, E. E. (1982). The School and Nigerian Society, University Press, Ibadan. Omisore, D. (1991). Issues: Effective PTA to the Rescue, National Concord, June 26, p. 18. Snow, G. (1950). Our Partners A Journal of the National Education Association, Page 583. Song, B. S. (1978). The Role of Parent Teachers Association in the Development and Administration of Primary Schools in Jalingo Local Government Area of Gongola State. Unpublished P.G.D.E. Thesis, A.B.U., Zaria. Stodgill, R. M. (1958). Leadership, Membership and Organisation in the Study of Leadership, Bronne and T. S. Cohn. Taiwo, C. O. (1972). School and Community Relation: West African Journal of Education, Vol. XVIII, No. 3, Ibadan, Nigeria. Tuckman, B. W. (1972). Conducting Education Research, 3rd ed. Harcourt, Bruce and Govanovic, New York. Ukeje, B. O. (1984). Foundation of Education, Ethiope Publishing Corporation, Benin City, Nigeria. Van Dalen, D. B. (1979). Understanding Educational Research, An Introduction, McGraw Hill Books Co. New York. Wiseman, S. (1971). Education and Environmental Manchester, University Press, England.

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APPENDIX A: LETTER OF INTRODUCTION Institute of Education University of Abuja Dear Respondent, QUESTIONNAIRE This questionnaire is aimed at investigating the role of Parent Teachers Association in the development of Primary Education in the Federal Capital Territory and not meant to make inquiries about your personality. I hope you will endeavour to fill and complete the questionnaire as honestly as possible. You are also being assured that all the information given will be considered confidential. I thank you for your co-operation and assistance. Yours faithfully, BANDO, Amos

56

SECTION 1 - BIODATA SCHOOL______________________________ ADMINISTRATOR [ GENDER: MALE [ ] ] PARENT [ ] FEMALE [ ] TEACHER [ ]

B1: The Roles of PTA in Primary Schools

Instruction: Tick [] in the most appropriate box for the following questions. S/N 1 2 3 4 5 6 7 8 9 10 11 ITEM There is a functional Parent-teachers Association in my school. The Leadership of the Association are active members. The leadership is made up of both Parents and Teachers of the School. PTA of my school has a constitution guiding its operations Parents and Teachers carry out promptly every resolution of the Association PTA contribute to the supply of school facilities e.g chairs, tables, chalk, books PTA have built toilet facilities in the school PTA supplied the school with a borehole PTA ensures that dues are paid promptly PTA ensures that the school environment is clean PTA ensures that erring students are properly disciplined by the school administration Strongly Agree Agree Disagree Strongly Agree

B2: Contributions of PTA to Running of School

Instruction: Tick [] in the most appropriate box for the following questions. S/N 1 ITEM Parent become involved in the activities of Parent Teachers Associations to be informed about academic progress of their children/
57

Strongly Agree

Agree

Disagree

Strongly Agree

Parents are mobilised for professional talk, lectures, seminars and workshops to assist students academically. Conditions in the school libraries should be improved by Parent Teachers Associations to make them more conducive to learning. Parent and Parent Teachers Associations in secondary schools anxiously and willingly make donations to schools. Financial demands as emphasised during Parent Teachers Association seems to scare many parents away from attending the associations meeting. B3: Reactions of PTA to School Activities Instruction: Tick [] in the most appropriate box for the following questions. No 1 ITEM Parents are mobilised for professional talk, lectures, seminars and workshops to assist students academically. Parent and Parent Teachers Associations in primary schools anxiously and willingly make donations to schools. Many parents do not seem to understand the objectives and purpose of establishing a Parent Teachers Association in primary school. Administrators often consider working with Parent Teachers Association members as a threat to their own existence. Parent Teachers Association are actively involved in organising social recreational activities in our primary schools. Strongly Agree Agree Disagree Strongly Agree

B4: The Impact of PTA in development of Schools

No 1 ITEM The success of Parent Teachers Associations according to executive and non-executive is measured by the extent of their participation in school management to solve problem.
58

Strongly Agree

Agree

Disagree Strongly Agree

Parent Teachers Associations as parents in the management of education affecting their children should fully participate in all policy matters. Members choose to absent themselves from Parent Teachers Association meeting because they cannot identify other important role than donations Administrators often consider working with Parent Teachers Association members as a threat to their own existence. Many parents do not seem to understand the objectives and purpose of establishing a Parent Teachers Association in Primary school.

59