Influence of Pta on School Adminsitration free essay sample

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-Teacher’s 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 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. 2Statement 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 Parent-Teacher 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 Parent-Teacher 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 parent-teacher 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. . 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. 4Research Questions The research attempts to answer the following research questions: 1. What rol es 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. . 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. 6Si gnificance 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 Teacher’s Association activities. Furthermore, the study would serve as basis for studies on the role of parent-teacher 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. . 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. 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. 2Theoretical/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 d. Communication and school management. e. Delegation of authority. 2. 2. 1 Organisational Theory According to Persons (1990:17) organizations â€Å"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 parent-Teachers’ Association whose characteristics, goals and objectives follow very well in parson’s 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 Weber’s structure can be observed. Selznick’s theory as cited by Etzioni (2001) rests on Weber’s 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. Selznick’s theory is more closely related to this area of investigation; the role of parent-Teachers’ 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. Parson’s 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. 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 Jema’a 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 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 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 â€Å"a desired state of affairs which the organization attempt’s 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. . 5 Communication and School Management 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 of dividing up the superior’s (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 school’s 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 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 â€Å"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 uthority 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. 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 â€Å"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: â€Å"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 Education. Despite its inadequacy, yet, it would assist in strengthening the parent-Teacher’s 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 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. Nigeria’s 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 â€Å"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 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 child’s 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 â€Å"parents exercised the strongest influence over the lives of their children in schools even when they go abroad for studies† According to the Parent Teacher Association president Unger of Scotch Plains, New Jersely, as cited by Omisore (1991) that â€Å" 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. Parent-Teachers 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 country’s 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. 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 that of the old students Associations be stream-lined to avoid duplication of both human and material resources. There are Parent-Teacher Association’s councils at district level, local government towards coordinating parent-teacher association’s activates. A more realistic means of encouraging teachers to prepare actively for parent teachers association’s 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 parent-teacher associations. . 8School 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 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 â€Å"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 student’s 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 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 child’s success in the school for the overall attainment of the 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 ‘Ujma’a’ 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. 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? . 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, 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 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. 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 naive. Parent-Teacher Associations meetings may be convened by various secondary schools depending upon the needs and the circumstances surrounding the need to call such meeting. 2. 0 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. 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. 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 â€Å"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 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. 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 Teacher’s 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. . Parents have adequate perception of their role in the activity of parent Teacher Association. 7. Parent Teacher Association members may not be aware of other more important functions of the associations. ? 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 chapte r 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 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 respondent’s 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 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 -4 Agree-3 Disagree-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. 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 Respo ndents According to Gender GenderFrequencyPercentage (%) Male16766. 8 Female8333. 2 Total250100 The table above shows the number of male and female respondents. Male respondent totaled 167 representing 66. % while female respondents totaled 83 representing 33. 2% respectively. Table 4. 2 Distribution of Respondents among Administrators, Teachers and Parents CategoryFrequencyPercentage (%) Admin156. 0 Teachers7329. 2 Parents16264. 8 Total250100 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%.