Community participation in school management, relational trust, and teacher motivation toward pupils’ learning outcomes

Shibuya, Kazuro

doi:10.4324/9780429057472-5

Cited by 1 publication

(5 citation statements)

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“…The findings of this study suggest that before the review of the Parents-Teacher Association policy guidelines, parents contributed to the construction of school infrastructure and repairs and maintenance of deplorable and dilapidated schools' facilities. This finding is in consistent with existing studies (Barret et al, 2019;Ackah-Jnr, 2022;Shibuya, 2022). However, the contributions were very low and insufficient to take care of the growing population in the schools, this revelation is in agreement with the discovery of Amoako et al (2023).…”

Section: Resultssupporting

confidence: 92%

“…This affected the punctuality and efficiency of teachers' output in the school, as teaching and learning were sometimes conceded to fatigue and or absenteeism of teachers in the basic schools. These are consistent with the results of previous studies (Nzoka & Orodho, 2014;Ballang, 2020;Li et al, 2022;Shibuya, 2022;Amoako et al, 2023). Similarly, during a focus group discussion, one participant commented:…”

Section: In a Similar Dimension;supporting

confidence: 93%

“…When the headmaster and the current P.A executives were interviewed they said that they were expecting the government or any benevolent person or agency to come to their aid. This finding is in agreement with the revelations of Shibuya (2022) that, the adamant of most parents towards school resources contribution is partly caused by central government's flagship policies and programs. Further, affirming that parents are not in any position to contribute in any form to renovate the structure irrespective of the dangers and health hazards (dust) it possesses to pupils, a teacher commented:…”

Section: Ping Baazu and Tenganpare D/a Primary School Block; 2023supporting

confidence: 91%

“…Similarly, Awortwe et al, (2022) advocate that schools with limited infrastructure, dilapidated structures and temporal buildings recorded lower student turnout than schools endowed with ample and well-conditioned school infrastructure. This suggests that teaching and learning are effectively carried out when the necessary infrastructure is available (Shibuya, 2022). Thus, all educational policies must keenly maintain and consolidate stakeholders or agencies that provide infrastructure to enhance the development of schools (Memon & Tunio, 2023).…”

Section: Educational Value Of School Infrastructurementioning

confidence: 99%

“…These guidelines from the Ghana Education Service have been the locus for the operation of all the activities of PA in schools since its implementation (Tudagbe-Obour, 2022). Parents in adjusting to this newly reviewed policy guideline are embattled with some challenges in infrastructural provision and development in basic rural schools (Shibuya, 2022). As already held by scholars like Mutinda (2013) and Muthoni (2015), the desire of parents to willingly contribute any resources to the development of basic schools without any form of cohesion is usually faced by low commitment, as they are not compelled by any reinforcement to do so (Ackah-Jnr, 2022).…”

Section: Pta Reform Policy Guidelinesmentioning

confidence: 99%

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The Effect of Parent-Teacher Associations Reviewed Policy Guidelines on the Status of Infrastructure in Ghana’s Rural basic Schools

Ballang,

Aboodey

2023

jipe

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This study looks at the adequacy of basic school infrastructure in the milieu of reviewed parent-teacher association policy guidelines in managing and administrating basic schools in Ghana. The study focused on nine deprived community basic schools in the Upper West region of Ghana. A purposive sampling technique was adopted to select the schools. The study adopted a qualitative approach, which encompassed the implementation of interviews, focus group discussions and observation. Findings from the study revealed that the review of the Parents-Teacher Association policy has decreased the rate at which parents assisted in the provision of infrastructure in many rural schools; pupils and teachers adopted their own ways of coping with the available limited infrastructure and most parents were no more willingly determined to support the schools with infrastructure. These were caused mainly by the following four components of the reviewed policy guidelines. Firstly, no student should be sent home, given any punishment or prevented from school activity for non-payment of PA levies or dues. Again, the school system should not be used for the purpose of collecting PA levies or dues. More so, PAs should liaise with Boards of Governors and Heads of Schools to determine projects to be undertaken in the schools based on the priority needs of the schools. Lastly, heads/teachers of schools are not required to be signatories and front liners to PA activities and accounts unless so decided by PAs themselves. The study suggests that PTA members should be given much education on educational policies. They should be consulted in the formulation of educational policies. Finally, there should be existence of clear public regulations and measures that will motivate and explicitly indicate the roles of PA’s in the provision of basic school infrastructure. These will further prompt their willingness to assist basic schools with infrastructure.

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Section: Resultssupporting

confidence: 92%

Section: In a Similar Dimension;supporting

confidence: 93%

Section: Ping Baazu and Tenganpare D/a Primary School Block; 2023supporting

confidence: 91%

Section: Educational Value Of School Infrastructurementioning

confidence: 99%

Section: Pta Reform Policy Guidelinesmentioning

confidence: 99%

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