Parent-Teacher Collaboration and Goal Achievement in Private Senior Secondary Schools, Kwara State, Nigeria

Abstract

This study examined the nexus between parent-teacher collaboration and goal achievement in private senior secondary schools in Kwara State, Nigeria. A correlational survey design was adopted, and data were collected from 267 Parent-Teacher Association (PTA) members across 30 randomly selected private senior secondary schools using a researcher-constructed instrument, the Parent-Teacher Collaboration and School Goals Achievement Questionnaire (PTCSGAQ). Two research questions were answered using descriptive statistics, while one main hypothesis and four operational hypotheses were tested using Pearson Product-Moment Correlation at the 0.05 level of significance. Findings revealed that parent-teacher collaboration was practised at a moderate level, and that achievement of school goals was likewise moderate. A significant positive relationship was found between overall parent-teacher collaboration and school goal achievement, and significant positive relationships were similarly found for each of its dimensions: frequent communication, frequency of meetings, involvement in school activities and support for academic activities, all at p < .05. The study concludes that structured, consistent, and inclusive parent-teacher partnerships are instrumental to the attainment of institutional goals in private secondary education. It recommends that school management strengthen communication channels, institutionalise regular meetings, broaden parental involvement in school activities, and provide capacity-building support for both parents and teachers.