Principals and Parents Partnership for Sustainable Quality Assurance in Nigerian Secondary Schools


The paper examines the universal purpose and relevance of education in human capital development. It also highlights and discusses the thematic areas of quality assurance in relation to the trend, issues and challenges in the provision of secondary education. The systemic model that integrates the roles of both the principals and parents for meaningful partnership in strengthening institutional management and provision of resource inputs to facilitate effective teaching-learning process and outcome are well articulated. The study further examined the roles, mode of operations and implications of the partnership that exist between the school principals and the parents in quality assurance. Descriptive survey research design was adopted for data collection and analysis. A total of 150 participants comprised of 30 principals and 120 key members of the Parent-Teachers Association (PTA) completed the questionnaire titled “Principals and Parents Partnership in Quality Assurance Questionnaire” (PPPQAQ) in 30 public secondary schools using multi-stage sampling technique. Three research questions and one hypothesis were formulated. The simple percentage and mean scores were used to answer the research questions while Pearson correlation statistics was employed to test the hypotheses at p<0.05 level of significance. The result showed that the relationship between principals’ and parents’ roles was relatively low in quality assurance (r=-0.213, p<0.05). The partnership was effective in students’ discipline (73.3%), supervision of PTA’s projects (70%), and discussion of students’ academic performance (73.3%). The parents were inadequately involved (below 35%) in the development of school policies and work plan, selection of students’ text books, and monitoring and evaluation of educational programmes. The study concluded that sustainable quality assurance in secondary education is a function of close collaboration among education stakeholders, effective application of quality assurance model, strong political will of the government, and enabling policy by the Ministry of Education will ensure adequate participation by parents in quality assurance system. These guarantee stakeholders’ confidence and certainty that desired standards in educational provision for quality learning outcomes are achieved, maintained and enhanced in secondary schools.