PRINCIPALS’ SCHOOL-COMMUNITY RELATIONSHIP MANAGEMENT STRATEGIES FOR SCHOOL PLANT MAINTENANCE IN SECONDARY SCHOOLS IN AWKA EDUCATION ZONE OF ANAMBRA STATE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
Effective school plant maintenance plays a crucial role in providing a conducive learning environment for students. In secondary schools, the responsibility for maintaining the school plant often falls on the principals. However, principals face various challenges in ensuring the proper upkeep of school facilities. This study aims to explore the school-community relationship management strategies employed by principals to enhance school plant maintenance in secondary schools in the Awka Education Zone of Anambra State.
This research adopts a qualitative approach, utilizing interviews and observations to gather data from principals, teachers, students, parents, and community members. The study examines the strategies employed by principals to foster positive relationships with the community, including parents, local organizations, and government agencies, to support school plant maintenance efforts. Additionally, the study investigates the challenges encountered by principals in implementing these strategies.
Preliminary findings indicate that principals in the Awka Education Zone implement various strategies to engage the community in school plant maintenance. These strategies include establishing collaborative partnerships with parents and community-based organizations, organizing regular meetings and workshops to solicit community input, and leveraging community resources and expertise. Furthermore, principals face challenges such as limited financial resources, bureaucratic processes, and community apathy, which hinder their efforts to effectively maintain the school plant.
The study contributes to the existing literature by providing insights into the specific strategies employed by principals in Awka Education Zone to manage school-community relationships for school plant maintenance. The findings will inform policymakers, school administrators, and stakeholders in Anambra State about effective approaches to improve school plant maintenance through community engagement.
The implications of this research suggest the need for targeted support and resources to strengthen the collaboration between schools and communities. By enhancing the school-community relationship, principals can foster a sense of ownership and responsibility among community members, leading to improved school plant maintenance and ultimately enhancing the learning experience for students.
Keywords: Principals, school-community relationship, school plant maintenance, secondary schools, Awka Education Zone, Anambra State.
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