Parental Involvement in Curriculum Implementation as Perceived by Nigeria Secondary School Principals

Abstract

The purpose of this study was to assess the extent to which parents are involved in curriculum implementation in secondary schools in Anambra State of Nigeria as perceived by male and female principals. A research question and a hypothesis were formulated to guide the study. The survey research design was used. Participants were 257 secondary school principals. A 16-item researcher-developed questionnaire, designed on a 4-point scale, was used to collect data. Structured interviews were also used. Mean scores, content analysis, frequencies and t-test were used for data analysis. Findings indicated that in the opinions of male and female principals, there was a little extent of parental involvement in curriculum implementation. This indicates that irrespective gender, the principals in this study held a similar view of a little extent of parental involvement to curriculum implementation in schools. For this trend to improve, school principals and teachers need to make efforts for reaching and involving members to support curriculum implementation. They should design and implement strategies that will result in improved involvement, and at the same time, balance involvement vis-à-vis educators' professional autonomy.