Establishing School–Family–Community Partnerships in Primary Schools of Katsina State, Nigeria
This study explores the process of establishing school, family, and community partnerships in Katsina state of Nigeria. The study employs the use of qualitative techniques in which data were collected from two selected Primary schools located in Katsina metropolis. 32 participants from Parents, teachers and pupils were interviewed in addition to researchers observed and school documents. The results extend previous studies by indicating that for schools to establish family and community partnerships, school administrators need to provide structures within which increases access of teachers, family, and community members. Schools should strategies important recurrent opportunities for interaction among teachers, family and community members. Schools must have sufficient resources which may include time, materials in persistent contact with family and community members. In addition there should more invitations for involvement on a personal basis so that teachers‘family and community members could get to know one another on a personal level and develop good rapport. Also, the findings illustrate the importance for schools to address obstacles to family and community involvement to realize the benefits associated with family and community involvement.
Primary Schools, Parent Involvement, School–Family–Community Partnerships, Student Academic Success, Schooling Process
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