Results of academic performance may depend on parental involvement in Schools and the ability of the school administrators to influence parents. High performance may also depend on the ability of the school administration to utilize the resources available at their disposal. However, it has been observed in Cameroon in general and South-West Region in particular that performance in public secondary schools is deteriorating in spite of the government’s effort in providing funds and other resources. The researcher observes the lack of parental involvement in secondary education to be one of the reasons for this deterioration in school performance and hence administrative ineffectiveness. Therefore, this study sought to investigate parental involvement in secondary education processes and effectiveness of school administration in the South-West Region of Cameroon. More specifically, the study was aimed at finding out which form of parental involvement in secondary education influences administrative effectiveness. The main theories used in this study were, Katz and Kahn’s open system theory, Bronfenbrenner ecological system theory and Henri Fayol’s theory of principles of administration. The study comprises of 24 government secondary schools selected from all the divisions that makes up the South-West Region of Cameroon using a random sampling technique. Therefore, a total of 24 principals, 374 teachers and 421 parents, selected through the simple random sampling technique participated in the study. Questionnaire and interview guides comprising both closed and open-ended questions were main instruments. Data were analyzed using the thematic analysis approach. Quantitative data were described using frequencies, simple percentages, mean scores, proportions and standard deviations. While Logistic Regression model was used to predict the effect of parental involvement in the administrative effectiveness of the schools. The results of the data analysis revealed that parental school-based involvement greatly influences school administration with a predictive power of 19.2% (nagelkerke r square=0.192). ?2=20.473; p=0.009) and this was supported by the likelihood ratio test (overall statistics: ?2=31.673; the hypothesis stated above was then rejected. Also, it was revealed that parent home based involvement in secondary education influences school administration with a predictive value of 44.4% (Nagelkerke R Square=0.444)63 this was supported by the Likelihood Ratio test (Overall statistics: ?2=107.287; P=0.000) and the Wald statistics (P=0.000). therefore, implying that the hypothesis was rejected. Finally, it was equally revealed that, parent’s community based involvement in education influences school administration with a predictive value of 20.9% (Nagelkerke R Square=0.209) and this was supported by the Likelihood Ratio test (Overall statistics: ?2=30.046; P=0.000) and the Wald statistics (P=0.000). therefore, the hypothesis was rejected. The above findings led to policies formulation which are; Parents suggested that in-school and community involvement could be strengthened by principals through the following strategies; inform parents before time about school meetings and events, provide refreshment, make convenient schedule, seek and consider parents’ opinions in decision-making, have students perform cultural activities, use personal invitations, identify parents with potentials and appeal to them for help, when the need arises.
Parental Involvement, School Process (Home-based), Administrative Effectiveness, Secondary Education
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