This document discusses the administrative challenges and strategies for managing school-community relationships in secondary schools in Zamfara State, Nigeria. It finds that major challenges include lack of initiative among school administrators, poor valuation of education, and an attitude of dependence on the government. Strategies used to manage relationships include visitation days, field trips, print media communications, and radio/television programs. However, the strategies used by most principals are considered outdated and ineffective, as there is lack of proper use of complaint/suggestion boxes, signage, phone lines, internet, and mobile phone communication. The study concludes principals need to develop more effective communication strategies to promote cooperation between schools and communities.

1. ADMINISTRATIVE CHALLENGES AND STRATEGIES OF MANAGING SCHOOL
COMMUNITY RELATIONSHIP IN SECONDARY SCHOOLS IN ZAMFARA STATE,
NIGERIA
BY
BAKWAI, BALA
DEPARTMENT OF EDUCATIONAL FOUNDATIONS,
FACULTY OF EDUCATION AND EXTENSION SERVICES,
USMANU DANFODIYO UVERSITY, SOKOTO.
EMAIL ADDRESSES: bakwaibala@yahoo.com & bakwaibala@udusok.edu.ng
PHONE NUMBER: 08034558236, 08092443502 & 08054821103
AND
UMAR ALIYU ABUBAKAR
DEPARTMENT OF EDUCATIONAL FOUNDATIONS,
FACULTY OF EDUCATION AND EXTENSION SERVICES,
USMANU DANFODIYO UVERSITY, SOKOTO.
EMAIL ADDRESSES: uaaliyu@gmail.com
PHONE NUMBER: 08068144309, 08085399768
PUBLISHED IN SOKOTO INTERNATIONAL JOURNAL OF COUNSELING
PSYCHOLOGY (SIJCP). ISBN: 2384-5120. A JOURNAL OF FACULTY OF EDUCATION
AND EXTENSION SERVICES, USMANU DANFODIYO UNIVERSITY, SOKOTO,
SOKOTO STATE, NIGERIA.

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For Reference:
Bakwai, B. & Aliyu, U. A. (2014). Administrative challenges and strategies of managing school
community relationship in secondary schools in Zamfara state, Nigeria. Sokoto International
Journal of Counseling Psychology (SIJCP), Maiden Edition, 23-32. ISBN: 2384-5120.

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Abstract
This study investigated into the administrative challenges and strategies of managing school
community relationship in secondary schools in Zamfara State. The population of the study
consisted of all the principals, vice principals, teachers and Parent Teachers Association officials of
the 89 senior secondary schools in Zamfara state. The research design adopted was descriptive
survey and questionnaire was used in collecting data. Among the findings of the study was that the
major challenges of school community relationship faced by Zamfara State Senior Secondary
Schools include: Lack of initiative among school administrators; Poor value on education; and
Attitude of depending on government. It was also found that the strategies used for managing school
community relationship in Senior Secondary Schools in Zamfara State include: Visitation Days;
Field Trips; Print media communications; and Television and radio programmes. It was therefore
concluded that the challenges which hinder school community relationship in Zamfara State are very
serious that they must be tackled or handled with care if good school community relationship is to be
ensured. And that the strategies used by most principals are old-fashioned and ineffective in
maintaining good school community relationship. The strategies used by most principals are old
fashioned and ineffective. There is lack of proper use of complaint and suggestion box, sign writing,
hotlines, internet facilities as well as GSM facilities in most of these secondary schools. It is
recommended that principals should use their initiatives to develop an effective means of
communicating with the community to promote spirit of cooperation between schools and
community. This is necessary because community cooperation will help teachers become devoted to
community progress. Also principals should encourage use of complaints/suggestions box, use of
sign writings and creation of hotlines. Most importantly, principals should make good use of current
GSM facilities more especially text messages.

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Introduction
School as an open system and a social organization thrives on the effective interrelationship
within it and with its relevant communities. What happens in a school affects the community, and
what happens in the community affects school (Nwankwo, Nwokafor, Ogunsanwo & Ighalo, 1985).
This means that community builds its schools and the schools build their communities (Sidhu, 2007).
Therefore, school community interdependence is unbreakable.
The school cannot exist in isolation but in cooperation with the community or society in
which it finds itself. The success or failure of the principals of schools depends to a large extent, on
the general educational environment of the communities and their value system (Ihebereme, 2008).
Due to this fact, the Federal Government of Nigeria (2004) in the National Policy on Education
states that the school system and consequently their management and day to day administration shall
grow out of the life and social ethos of the community which they serve.
According to Di Benedetto and Wilson (1982) the principal of a school is most directly
responsible for maintaining the relationship between the school and the community. Poor or
mismanaged community relationship can even conceal the institution’s license to do business
(Murphy & Tacy, 2002). Some of the social environments of the community in which some
administrators find themselves do not pave way for effective leadership (Ihebereme, 2008).
A principal might face some of the following dilemmas while managing school community
relations: School boards and administrators who are fearful of losing control; the need to be all
things to all people; disagreement about the meaning of community involvement; and reluctance of
some teaching staff to cooperate in community involvement (Husen, 1982).
There are many parents, according to Lareau in Okubanjo (2007), who are ignorant of the
benefits of parents’ involvement with the school, that any attempt to invite them to school activities
would be dismissed with a wave of the hand. Many of them have notion that every invitation to

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school activities involves raising fund or intimidating them on a particular fee to be paid by their
children. Thus they stay away indefinitely.
There are numerous challenges before the general education and before the agencies of
school administration. According to Sidhu (2007) these challenges are: Lack of credibility; poor
facilities; political unrest; lack of cooperation; non performance; lack of devotion; out-dated
expertise; wastage; and poor planning. Secondary school principals have the opportunity to interact
with the community in many ways that may help to develop positive school community relations
(Agbo, 2007). Wilson and Stanberry in Di Benedetto and Wilson (2006) suggest that principals
might: Interpret school programmes for the community; determine community expectations of the
school; communicate with parents through the media and in group conferences; arrange for parents
to visit the school; work with parent associations and related groups; interact with school critics;
plan and coordinate the visits of school people to homes of students; Appraise school community
relations; and; Work with industry and community image group.
Murphy and Tacy (2002, p.23) provided a checklist for a strategic approach to school
community relationship. These are as follows: Identify your community – relations goals; Research
concrete and specific ways in which the communities need school help, support, involvement or
presence; identify the areas where the school need community help; learn how the channels of
communication really work in your community; develop a prioritized plan of action based on
research; get to know community expectation, concerns and sensibilities – including local
regulations and local regulatory bodies; ensure that each time the strategic plans are revisited; and
also the community relation strategies are reviewed.
Theoretical Framework of the Study
The theory which is deemed most relevant in the study of relationships between school and
community is Chester Barnard Co-operative theory. This theory defines organization as a system of

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co-operation whereby people work together for a common goal. And school cannot succeed without
the co-operation of several individuals within the community. School community relationship tries
to create mutual co-operation between school and community. It brings people and school together.
School community relationship therefore is co-operative in nature and is man oriented. Barnard’s co-
operative theory is essentially man oriented (Oyedeji, 1998:19). Barnard is of the opinion that a
person can and will be willing to accept a command as authoritative only if the following four
conditions hold.
a) The person can execute and is able to understand the communication.
b) At the time of making decision it should be believed that it is not inconsistent with the
aim of the organisation.
c) The person believes that these goals are compatible with his personal interest.
d) The person is able to mentally and physically comply with the communication.
Although this is deemed relevant, there are gaps which exist between Chester Barnard’s
theory and practice. In Zamfara State, there seems to be lack of understanding between schools and
communities which consequently leads to lower degree of co-operation between them. This trend
may occur as a result of ineffective communication between schools and communities or as a result
of level of ignorance among people on their expected roles in schools.
Statement of the problem
Looking at the condition of Zamfara State Senior Secondary Schools indicates that so much
need to be done if proper learning is to take place. Some of these schools have few structures that
can be considered as idle for effective learning. Inadequate facilities and equipment , inadequate
infrastructure and so on. These resources could not be easily provided by the government for its own
reason. While, the parents are expecting so much to be done by the government, government seems
satisfied of what it is doing towards education. This may create a dilemma for school administrators.

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And the principals’ main answer lies in maintaining positive school relationship with the community
to ensure that the needs of the school in terms of finance, facilities, human resources, equipments,
buildings, infrastructure, and so on are met and that the ones provided are well maintained and
properly utilized.
This means that, Senior Secondary Schools in Zamfara State cannot survive without their
communities. But these communities seem not to be fully involved in the areas of fund-raising,
provision of facilities, teaching and learning and so on. It is therefore, the duty of school principals
to do everything possible to bring these communities into their schools. Consequently, this study
investigated into the administrative challenges and strategies of managing school community
relationship in Senior Secondary Schools in Zamfara State.
Objectives of the Study
This study is designed to achieve the following objectives:
1. To identify the challenges affecting school community relationship in Secondary schools in
Zamfara State.
2. To identify strategies to be used in promoting school community relationship in Senior
Secondary Schools in Zamfara State.
Research Questions
The following questions are set as a guide for this research:
1. What are the challenges affecting school community relationship in Secondary schools in
Zamfara State?
2. What are the strategies used in managing school community relationship in Senior Secondary
Schools in Zamfara State?

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Research Design, Population and Sample
This study used descriptive survey approach where portion of the entire population was
subjected to analysis and the findings was used to draw conclusion on the entire population. The
population of this study comprised of all the 89 principals, 178 vice-principals, 3158 teachers and
818 PTA officials of all public senior secondary schools in Zamfara state. Convenient sampling
technique was used to select 16 senior secondary schools. Taking into cognizance some different
characteristics among the senior secondary schools such as day and boarding; urban and rural; single
sex and mixed; and science, technical and commercial schools, the researcher used stratified random
sampling to select the 16 schools. Whereas Krejcie and Morgan (1971) table for determining sample
size from a given population was used to determine the required sample size for teachers. A sample
size of 341 teachers was determined. Furthermore, proportionate random sampling of 49% was used
to select the 341 teachers from the selected Senior Secondary Schools. This was because, 341 was
49% of total number of teachers in the selected schools which was 699. The total sample is therefore
made up of 16 principals, 32 vice principals, 64 PTA officials and 341 teachers
Research Instrument
The instrument used for this research was self-designed questionnaire based on two-point
scale titled ‘Challenges and Strategies of School-Community Relationship Questionnaire
(CSSCRQ). It consisted mainly of close-ended structures which required the respondents to tick their
best option and was structured on Two Point Scale i.e. A = Agreed and D = Disagreed.
Validity and Reliability of the Instrument
The questionnaire was validated by experts in the field of Educational Research and
Educational Management in the Faculty of Education and Extension Services, Usmanu Danfodiyo
University, Sokoto. In order to determine the reliability of the questionnaire, a pilot study was
conducted using test- retest method of reliability with an interval of three weeks in order to establish

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the stability of the questionnaire over time .Using Pearson Product Moment Correlation Co-efficient
formula, reliability co-efficient of 0.82 was obtained.
Method of Data Collection
The researcher personally visited all the selected senior secondary schools in the company of
trained research assistants during the period of data collection. A total of 453 copies of the
questionnaire were produced and distributed but only 398 copies of the questionnaire were retrieved
and subjected to analysis. The 18 unfilled copies were considered as mortality loss.
Method of Data Analysis
In order to analyse the data collected, techniques of descriptive statistics were used. These
techniques include frequency count, simple percentages and tables.
Data Presentation and Analysis
Q1: What are the challenges affecting school community relationship in Secondary schools in
Zamfara State?
This research question was answered and presented in table 1.
Table 1: Challenges Affecting School Community Relationship in Secondary Schools in
Zamfara State.
S/N Item
Agreed Disagreed
Freq. % Freq. %
1. Lack of initiative by the school administrators. 336 84% 62 16%
2. Attitude of depending on government. 346 87% 52 13%
3. Poor value placed on education. 347 87% 51 13%
4. Unqualified administrators appointed as principals. 328 82% 70 18%
5. Lack of cooperation between school and community. 359 90% 39 10%
6. Parents’ irregular attendance at P.T.A. meetings. 364 91% 34 9%
7. Lack of devotion to community progress among teachers 348 87% 50 13%
8. Lack of effective communication 338 85% 60 15%

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In table 1, information has shown that there are many challenges for managing school
community relationship in secondary schools of Zamfara state. Item 1 shows that 84% of the
participants agreed that lack of initiative by the school administrators affect school community
relationship. In item 2, it is shown that 87% of the participants agreed that attitude of depending on
government is a serious challenge that can affect school community relationship. In item 3, it is
indicated that 87% of the participants agreed that poor value placed on education is another
challenge which can affect school community relationship among secondary school in Zamfara
State.
In item 4, it is agreed by 82% of the participants that unqualified administrators acting as
principals constitute serious challenge on school community relationship. In item 5, it is shown that
90% of the participants agreed that lack of cooperation between school and community members can
affect school community relationship among secondary schools in Zamfara state.
It can be seen from table 1 item 6 that 91% of the participants agreed that parents’ irregular
attendance at PTA meetings can hamper school community relationship. In item 7, it is shown that
87% of the participants agreed that lack of devotion to community progress among teachers is
another challenge that can affect school community relationship. In item 8, it is seen that 85% of the
participants agreed that lack of effective communication between school and community can affect
school community relationship.

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Q2: What are the strategies used in managing school community relationship in Senior Secondary
Schools in Zamfara State?
This research question was answered and presented in table 2.
Table 2: The Strategies Used in Managing School Community Relationship in Senior
Secondary Schools in Zamfara State.
S/N Item
Agreed Disagreed
Freq
.
%
Freq
.
%
1. Teachers in your school visit the homes of their students 293 74% 105 26%
2. Your school organizes Parent Visitation Days 248 62% 150 38%
3. Your school invites community key members to its board
meeting.
250 63% 148 37%
4. Your school allows community to use its facilities 204 51% 194 47%
5. Your school uses GSM phone facilities to communicate to
parents.
194 48% 204 54%
6. Students in your school always go for field trip. 226 57% 172 43%
7. Your school uses print media to communicate to the
communities.
232 58% 166 42%
In table2, it is indicated that 74% of the participants in item 1 agreed that teachers in Zamfara
State visit the homes of their students. In item 2, it is indicated that 62% of the participants agreed
that schools in Zamfara State organize Parents’ Visitation Days as one of their strategies for
managing school community relationship. In item 3, it is shown that 63% of the participants agreed
that schools in Zamfara State invites community key members to their board meetings. Item 4
indicates that 51% of the participants agreed that schools in Zamfara State allow community
members to use their classes when schools close or are on holidays. Item 5 shows that 48% of the
participants disagreed with the statement that phone facilities are properly utilized for
communicating with parents in most of the secondary schools in Zamfara State. Item 6 indicates that

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57% of the participants agreed that the strategies of school community relationship among secondary
school in Zamfara State include field trip. In item 7, it is shown that 58% of the participants agreed
that schools in Zamfara State use print media to communicate to communities.
Summary of Findings
This study comes up with the following findings:
1. The major challenges of school community relationship faced by Zamfara State Senior
Secondary Schools include: Lack of initiative among school administrators; Poor value
placed on education; attitude of depending on government; lack of facilities; parents’
irregular attendance at P.T.A. meetings; and Lack of devotion among teachers and
community members.
2. The strategies used for managing school community relationship in Senior Secondary
Schools in Zamfara State include: Parents’ Visitation Day; Field Trips; Print media
communications; Television and radio programmes.
Discussions of Findings
In table1, it is indicated there are some challenges which can obstruct the process of school
community relationship and which need to be handled with care. The results in table 1 shows that the
problems associated with school community relationship are lack of initiative by the school
administrators, unqualified administrators acting as principals. When principal has problems, the
whole school system is affected by these problems. Some principals are only in those offices as
salary earners without any responsibility. They lack initiatives or grow laisse faire attitude. They
lack expertise in handling sophisticated issues such as school community relationship. This is in line
with Sidhu (2007) when he stated that the expertise in spheres of school community relationship is
no more equal to the task. Innovations are nowhere in sight. Outmoded methods are only devices
available to the principals and teachers. They do not care about what is happening in the school, not

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to talk about what is happening outside it. For this type of administrators, school community
relationship is none of their business.
In table 1 also, the results show that the attitude of depending on government and poor value
on education constituted a serious challenge on the issue of school community relationship. Many
people in Zamfara State depend purely on government when it comes to their children education. In
this regard, Bray and Lillis (1988) noted that a visit to some secondary schools would reveal how
members of some communities fold their arms waiting for government to maintain the tradition of
construction and maintenance of physical structure, the supply of stationeries and meeting the
current expenditure needed for secondary education. They believe that it is the government’s sole
responsibility to provide all that which education demands. Some of the parents do not even care
about the education as a whole. So anything that affects school system is not their problem. This
type of parents can hardly be convinced to contribute to the school system in their community.
Table 1 shows that another serious challenge that affected school community relationship
was lack of cooperation among staff and community members. Anything that involves more than
two people demands cooperation. It is in the findings of this research that parents’ irregular and
unpunctual attendance at PTA meetings can also affect school community relationship. It is similar
to Agbo (2007:21) assertion that more often than not, parents do not attend PTA meetings punctually
and regularly, and even when they do, their minds are made up to quarrel with teachers and raise
non-academic issues such as illegal collection of fees. Parents of students are community members
whose life is directly connected with their children schools, thus they should be more concerned with
what happens in the schools. Other community members will not want to do more than what the
parents are doing to their children school. In a situation where parents are failing to attend PTA
meetings, they may not become aware of the school existing problems and prospects; therefore they
may not know what is expected of them.

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Ineffective communication is one of the serious challenges indicated by the results of this
study. The system of communication between school and community is poor and haphazard. As
regard this finding, Ijaiya (2000) observed that parents only get to hear about school when their
children got into trouble. The system of communication in most schools is very insignificant. It was
also indicated in these findings that lack of devotion among teachers and community members
constitute another big challenge for school community relationship. In school community
relationship duties can be adequately done only if there is sense of devotion. This is in conformity
with the views of Sidhu (2007) when he said most of teachers in schools show lack of concern in
school community relationship. They do not work with any sense of commitment or zeal. They are
teachers without any involvement. They have never felt inspired and have never further inspired
anybody when it comes to issues of school community relationship. On the side of community
members, there is no urge in them to work for the development of schools in their community even
if their children are involved. They felt that somebody will do what they are expected to do as there
are so many people in the community.
The findings in table 2 show that the strategies used by school in Zamfara State were old-
fashioned and not used correctly. The unwillingness of school principals to use GSM phone facilities
for communication is a clear indication that they are still clinging to the old strategies of school
community relationship. With the present development of telecommunication in Nigeria, it is high
time when schools should take advantage of this and intensify their communication using GSM
facilities. At specific times, a special school telephone should be introduced for the purpose of
providing an open communication line to the school. The telephone number will be publicized, and
parents are urged to discuss their problems or to ask their questions regarding school actions and
procedures. Times may be selected which provide opportunities for parents to contact the school
after regular working hours. For example, a school can create principal and staff hotlines where the

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principal sets aside on hour one night a week to receive calls from parents in their homes. Since it
may not be possible to respond immediately to some concerns expressed by community members,
arrangements need to be made for calling back when the information is available. A log should be
kept of calls to keep up with community concern for the school. If many people ask about a
particular issue, an article can be written on that topic for the school newsletter. This means that
other media of communication must not be neglected because GSM facilities are utilized.
What the administrators of Zamfara State secondary schools should do, will be to first and
foremost understand the community in which their schools are located. Information about
community can be gathered in dozens of informal ways by reading the local newspaper, exchanging
comments with market people, making friends down the street are all means of gathering
information about the community. Community surveys may be carried out by a school board or by
an individual school. According to Lucas and Thompson (n.d) regarding community survey, they
noted that surveys done by boards often investigate major policy issues or study what the people of
the community believe to be the major goals of education. A survey should be a response to a
problem or to a need for information. Regardless of the nature of the problem, it should be well
defined and the types of information required to solve the problem indentified before the survey
begins.
Another good strategy that can help school administrators enhance a better school
community relationship is by involving students in the community. School principal can organize
and co-ordinate student work experience programme. A school work experience programmes allow
students to spend a portion of their day, week or term as part of the labour force in their community.
The employer receives the students labour while the student learns the skills, behaviour and attitudes
necessary for successful employment. Care must be taken to ensure that the purpose of the

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programme is maintained not to expose children to some certain abuse. Therefore, only students who
are of high class and attained a level of maturity should partake in the programme.
In another way, a committee of elected student representatives can be formed to advise the
principal and school staff on some issues concerning parents and other community members. The
principal can set aside one hour a week to answer student questions and respond to students
concerns. These student concerns may be a replica of community concern. Students can also be
encouraged by school principal to act as public servants. Students use skills acquired at school to
entertain and serve members of the community.
Recommendations
The following recommendations were made:
1. Principals should use their initiatives to develop an effective means of communicating with the
community. This could promote spirit of cooperation between schools and community. This is
necessary because community cooperation will help teachers become devoted to community
progress.
2. Principals should devise more methods of communicating with the communities. They should
encourage visitation, use of complaints/suggestions box, use of sign writings, creation of
hotlines and use of available communication media at their disposal. Most importantly,
principals should make good use of current GSM facilities more especially text messages.
Conclusion
In this research, it could be reasonably concluded that the challenges which hinder school
community relationship in Zamfara State are very serious that they must be tackled or handled with
care if good relationship is to be ensured. And that the strategies used by most Senior Secondary
Schools in Zamfara State for managing school community relationship are old-fashioned and
ineffective in maintaining effective school community relationship.

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