STAKEHOLDERS ENGAGEMENT AND SCHOOL CLIMATE IN PUBLIC SECONDARY SCHOOLS IN EDUCATION DISTRICT IV, LAGOS STATE

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STAKEHOLDERS ENGAGEMENT AND SCHOOL CLIMATE IN PUBLIC SECONDARY SCHOOLS IN EDUCATION DISTRICT IV, LAGOS STATE

Abstract

This study investigates the relationship between stakeholders’ engagement and school climate in public secondary schools within Education District IV, Lagos State. School climate, encompassing the overall atmosphere and culture of a school, is recognized as a crucial factor influencing student outcomes and overall school effectiveness. The engagement of stakeholders, including parents, teachers, administrators, and community members, plays a vital role in shaping and sustaining a positive school climate.

A mixed-methods research design is employed, incorporating surveys, interviews, and focus group discussions. The quantitative phase involves the distribution of surveys to a representative sample of stakeholders to quantitatively assess their levels of engagement and perceptions of school climate. The qualitative phase includes in-depth interviews and focus group discussions to provide a nuanced understanding of the experiences, perspectives, and challenges faced by stakeholders in fostering a positive school climate.

Preliminary findings indicate a correlation between high levels of stakeholders’ engagement and positive perceptions of school climate. Furthermore, the qualitative data offer insights into the specific strategies and initiatives that contribute to effective stakeholder engagement and the cultivation of a conducive school environment.

The implications of this research extend to educational policymakers, school administrators, teachers, and community members, providing evidence-based insights into the importance of stakeholders’ engagement in shaping a positive school climate. The findings aim to inform the development of targeted strategies and interventions to enhance collaboration among stakeholders, ultimately fostering an optimal learning environment for students within public secondary schools in Education District IV, Lagos State.

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The educational landscape is shaped not only by formal curricula and pedagogical practices but also by the broader school environment known as school climate. School climate encompasses the overall quality and character of the school, influencing the social, emotional, and academic experiences of students, teachers, and other stakeholders within the educational community. A positive school climate is associated with improved student outcomes, increased teacher job satisfaction, and overall school effectiveness.

One critical factor influencing school climate is the engagement of stakeholders, including parents, teachers, administrators, and community members. Stakeholders’ engagement refers to their active involvement, collaboration, and commitment to the educational process. In the context of secondary education in Lagos State, Nigeria, understanding the dynamics of stakeholders’ engagement and its impact on school climate is crucial for fostering a positive and conducive learning environment.

Public secondary schools face multifaceted challenges, ranging from resource constraints to changing societal expectations. The effectiveness of these schools in providing quality education is intricately linked to the engagement of stakeholders. However, the nature and extent of stakeholders’ engagement and its specific influence on school climate in Education District IV, Lagos State, have not been comprehensively examined. This study seeks to address this gap by investigating the relationship between stakeholders’ engagement and school climate in public secondary schools within the district.

1.2 Statement of the Problem

1.3 Objectives of the Study

The primary objectives of this study are as follows:

To assess the level of stakeholders’ engagement in public secondary schools in Education District IV, Lagos State.

To examine the prevailing school climate in public secondary schools within the district.

To investigate the relationship between stakeholders’ engagement and school climate in these schools.

1.4 Research Questions

This study will seek answers to the following research questions:

What is the level of stakeholders’ engagement among parents, teachers, administrators, and community members in public secondary schools in Education District IV, Lagos State?

How is the current school climate perceived in public secondary schools within the district?

What is the nature and strength of the relationship between stakeholders’ engagement and school climate in these schools?

1.5 Significance of the Study

Understanding the dynamics of stakeholders’ engagement and its relationship with school climate is of paramount significance for several reasons. Firstly, the findings of this study can inform educational policymakers, school administrators, and teachers about the existing level of stakeholders’ engagement and the prevailing school climate in Education District IV. This information can guide the development of targeted strategies and interventions to enhance engagement and foster a positive school climate. Additionally, the study contributes to the broader discourse on effective educational governance and community involvement in school affairs.

1.6 Scope of the Study

This study will focus on public secondary schools within Education District IV in Lagos State, Nigeria. The selected district represents a diverse educational context with various socio-economic backgrounds and community characteristics. The scope encompasses an examination of stakeholders’ engagement, including parents, teachers, school administrators, and community members, and its relationship with school climate within these public secondary schools.

1.7 Structure of the Project

The remainder of this project will be organized into several chapters. Chapter Two will present a comprehensive review of relevant literature, discussing key concepts such as stakeholders’ engagement, school climate, and their interconnections. Subsequent chapters will detail the research methodology, present and analyze the findings, discuss implications, and conclude with recommendations for educational practice and future research in the context of public secondary schools in Education District IV, Lagos State.

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