Impact of School Base Management Committee on Administration of Secondary Schools in Jalingo Education Zone, Taraba State, Nigeria
Downloads
The study examined the impact of School-Based Management Committees (SBMCs) on the administration of public secondary schools in Jalingo Education Zone, Taraba State, Nigeria. Specifically, the study sought to determine the impact of SBMCs’ monitoring and community engagement on the administration of public secondary schools in the study area. Two research questions and two null hypotheses were formulated to guide the study. A descriptive survey research design of the correlational type was adopted. The study was conducted in Jalingo and Ardo-Kola Local Government Areas, with a population of 1,835 teachers drawn from 44 public secondary schools. A sample of 320 teachers was selected using a proportionate stratified multistage sampling technique. Data were collected using two researcher-developed instruments: the School-Based Management Committee Questionnaire (SBMCQ) and the Effective Administration Questionnaire (EAQ), both structured on a four-point Likert-type rating scale. The instruments were subjected to face and content validation by experts, while their reliability was established through a pilot test using Cronbach’s alpha, which yielded an overall reliability coefficient of 0.85. Data collected were analysed using mean and standard deviation to answer the research questions, while simple linear regression analysis was used to test the null hypotheses at the 0.05 level of significance. The findings indicated that SBMCs’ monitoring and community engagement had significant positive impacts on the administration of public secondary schools in Jalingo Education Zone. It was concluded that effective monitoring of school activities and meaningful community participation are important components of effective school administration. Based on the findings, it was recommended that education authorities should provide regular training for SBMC members to strengthen their monitoring capacity. Furthermore, school administrators should encourage community engagement through regular meetings, consultations, and collaborative school development initiatives involving parents, community leaders, and other relevant stakeholders.
A. O. Ayeni and W. Ibukun, ‘A conceptual model for school-based management operation and quality assurance in Nigerian secondary schools’, J. Educ. Learn., vol. 2, no. 2, pp. 36–43, 2013, doi: 10.5539/jel.v2n2p36.
L. J. Cronbach, ‘Coefficient alpha and the internal structure of tests’, Psychometrika, vol. 16, pp. 297–334, 1951, doi: 10.1007/BF02310555.
A. Hargreaves and M. O’Connor, Collaborative Professionalism: When Teaching Together Means Learning for All. Thousand Oaks, CA, USA: Corwin, 2018.
O. D. Ogunbiyi and N. Obiweluozor, ‘Community participation in conflict resolution in the administration of public secondary schools in Ekiti State’, Afr. J. Educ. Manag., vol. 23, no. 2, pp. 179–193, 2022.
R. V. Krejcie and D. W. Morgan, ‘Determining sample size for research activities’, Educ. Psychol. Meas., vol. 30, no. 3, pp. 607–610, 1970, doi: 10.1177/001316447003000308.
F. O. Orji, M. P. Nguwasen, and F. E. Nzewi, ‘Extent of school-based management committee involvement in public secondary schools administration in Abuja, Nigeria’, Soc. Educ. Res., vol. 3, no. 1, pp. 1–11, 2021, doi: 10.37256/ser.3120221096.
N. J. Ogunode and O. E. Chijindu, ‘Implementation of school-based management committee of public secondary schools in Nigeria: Contribution, challenges and way forward’, Int. J. Integr. Educ., vol. 5, no. 6, pp. 185–193, 2022, doi: 10.31149/ijie.v5i6.3173.
D. C. Agundu, C. Njoku, and O. L. Okpala, ‘Implementing school based management committee policy (SBMC) in Nigerian secondary schools for national development’, Ir. J. Educ. Pract., vol. 7, no. 3, pp. 14–24, 2024.
A. De Grauwe, ‘Improving the quality of education through school-based management: Learning from international experiences’, Int. Rev. Educ., vol. 51, pp. 269–287, 2005.
P. Hallinger, ‘Leading educational change: Reflections on the practice of instructional and transformational leadership’, Camb. J. Educ., vol. 33, no. 3, pp. 329–352, 2003, doi: 10.1080/0305764032000122005.
K. Nchare, ‘On the importance of functioning School-Based Management Committees (SBMCs): Evidence from Nigeria’, RISE Insight Series, 2021/033, 2021. doi: 10.35489/BSG-RISE-RI_2021/033.
H. C. Ogbuanu, I. J. Agigwo, and M. O. Aroh, ‘Participation of School-Based Management Committee in the administration of public secondary schools in Enugu, Nigeria’, Godfrey Okoye Univ. Int. J. Educ., vol. 3, no. 2, pp. 193–205, 2023.
K. M. Saad and S. Yakubu, ‘Perceived impact of School-Based Management Committees on the administration of secondary schools in Gombe Metropolis, Gombe State, Nigeria’, Gombe J. Educ., vol. 7, no. 1, pp. 65–80, 2024.
J. W. Creswell and J. D. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 5th edn. Thousand Oaks, CA, USA: SAGE Publications, 2018.
L. Cohen, L. Manion, and K. Morrison, Research Methods in Education, 8th edn. New York, NY, USA: Routledge, 2018.
A. Sani, L. J. Ali, R. M. Sambo, F. M. Nuhu, and I. Bala, ‘School based management committee tasks and effective administration of secondary schools in Zing Education Zone of Taraba State, Nigeria’, J. Afr. Innov. Adv. Stud., vol. 9, no. 2, 2025, doi: 10.70382/ajaias.v9i2.049.
Taraba State Post-Primary Schools Management Board, ‘School Statistics for Jalingo Education Zone, Taraba State, Nigeria’, Taraba State Post-Primary Schools Management Board, 2024.
C. O. Ogwuike and E. W. Nweke, ‘School-Based Management Committees (SBMCs) and how to study them: A methodological review of a RISE research project’, RISE Insight Series, 2022/042, 2022. doi: 10.35489/BSG-RISE-RI_2022/042.
K. Leithwood, A. Harris, and D. Hopkins, ‘Seven strong claims about successful school leadership revisited’, Sch. Leadersh. Manag., vol. 40, no. 1, pp. 5–22, 2020, doi: 10.1080/13632434.2019.1596077.
World Bank, ‘What Is School-Based Management?’, World Bank, Washington, DC, USA, 2007.
Copyright (c) 2026 Musa Haruna Sale, Abubakar Abbas Saad, Bwakyauten Tanko Yerima, Mshelia Helen Jonathan
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:
Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
