Stakeholders’ Perspectives on the Involvement of Parent-Teacher Associations (PTAs) in School Climate and Student Learning Outcomes in Secondary Education Across Osun State

القسم: Articles
إصدار
مجلد 6 عدد 23 (2026): العدد 23
الصفحات
1181-1198

الملخص

This study investigated stakeholder perspectives on the involvement of Parent-Teacher Associations (PTAs) in shaping school climate and student learning outcomes within secondary education across Osun State, Nigeria. Guided by four research questions, the research explored students' perceptions of their school climate and self-reported learning outcomes, parents' views on whether school climate is a function of PTA involvement, and teachers' assessments of PTA performance. A descriptive survey design was employed, sampling 140 students, 40 teachers, and 40 parents randomly selected from two public and two private secondary schools in the Oriade Local Government Area. Validated questionnaires with (Cronbach’s α = 0.79) were used to collect data and were analyzed using descriptive statistics (mean, standard deviation, frequency counts). Findings indicated students generally perceived their school climate positively, reporting strong academic engagement and relationships, though enthusiasm for success and social connections were rated lower. Students reported high learning outcomes in lifelong learning and collaborative skills, but lower adaptation to technology-driven pedagogy. Parents positively viewed PTA effectiveness in facilitating home-school communication and supporting individual student needs, but expressed significant concerns about teaching quality and their children's progress. Conversely, teachers perceived PTA performance negatively overall, prioritizing salary reviews and quality standards while rating support for staff recruitment and project-based school improvements as particularly inadequate. The study concludes that PTAs in Osun State enhance communication and resource mobilization 1014, but divergent stakeholder perspectives highlight operational challenges. Recommendations include strengthening PTA initiatives in teacher support, technology integration, and transparent governance to align with educational objectives.


 

الكلمات المفتاحية:

Keywords: PTA, school climate, learning outcomes, stakeholder perspectives, secondary education, Osun State.

المراجع

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المؤلفون

Rukayat Iwintolu

Osun State University, Osogbo

Ola Tokunbo Odekeye

Osun State University, Osogbo

Olufunke Akindahunsi

Osun State University, Osogbo

Ajibola Adeniji

Jacob Jekayinoluwa

University of Ilesa, Osun State

Barakat Olagunju

National Open University, Abuja

Ganiyu Iroko

Osun State University, Osogbo

Abisola Oyewumi

Osun State University, Osogbo

المعرفات

معرف الكائن الرقمي DOI: 10.33899/jeh.v6i23.60239

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طريقة الاقتباس

Stakeholders’ Perspectives on the Involvement of Parent-Teacher Associations (PTAs) in School Climate and Student Learning Outcomes in Secondary Education Across Osun State. (2026). مجلة التربیة للعلوم الانسانیة, 6(23), 1181-1198. https://doi.org/10.33899/jeh.v6i23.60239
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