ASSESSMENT OF SCHOOL BASED MANAGEMENT COMMITTEES’ (SBMCs’) INCLUSION PRACTICES IN SECONDARY SCHOOLS MANAGEMENT IN ANAOCHA LOCAL GOVERNMENT AREA OF ANAMBRA STATE, NIGERIA

V. N . Eboatu, Joseph Arinze Golu, Ifeanyichukwu Ugwu

Abstract


This study investigated the extent to which School Based Management Committees (SBMCs) practice inclusion in the management of secondary schools in Anaocha Local Government Area of Anambra State. The descriptive survey research design was adopted. Two research questions and two hypotheses guided the study. The total population for the study was 362, comprising of all the sixteen principals, 330 teachers of secondary schools and sixteen community leaders in Anaocha Local Government Area. A sample of 8 principals, 220 teachers and 8 community leaders, totaling 236 was drawn using the multi-stage sampling technique. A ten item structured questionnaire which was duly validated by experts was used to collect data for the study. The reliability of the instrument was ascertained using the test-retest method which gave a reliability index of 0.83. Data collected were analysed using mean scores and t-test analysis. The findings of this study showed, among other things, that principals and community leaders rated SBMCs in Anaocha Local Government Area as practicing inclusion in raising awareness on the importance of children’s education to a high extent, while teachers rated SBMCs as practicing inclusion in raising awareness to a low extent. Based on the findings of the study, it was recommended among others that SBMCs should intensify awareness campaigns in their communities to enlighten community leaders on the right of the children to education irrespective of gender, economic background or disability.

 

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school based management committees, secondary schools management, assessment, inclusion

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References


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DOI: http://dx.doi.org/10.46827/ejes.v0i0.1856

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