EXTERNAL STAKEHOLDERS INVOLVEMENTS IN THE MANAGEMENT OF SCHOOL IMAGE AND INSTRUCTIONAL PROGRAMMES IN SECONDARY SCHOOLS IN RIVERS STATE OF NIGERIA - Sunday T. Afangideh and Ebere M. Aliezi
ISSN: 2226 - 8012
EXTERNAL STAKEHOLDERS INVOLVEMENTS IN
THE MANAGEMENT OF SCHOOL IMAGE AND INSTRUCTIONAL PROGRAMMES IN SECONDARY
SCHOOLS
IN RIVERS STATE OF NIGERIA
Sunday T. Afangideh and Ebere M. Aliezi
Department of Educational Management,
Faculty of Education,
University of Port Harcourt, Port
Harcourt, Rivers State, Nigeria
ABSTRACT
This study dwelt on external
stakeholders involvements in the management of school image and instructional
programmes in secondary schools in Rivers State of Nigeria. Two (2) research
questions and 2 hypotheses were answered and tested in the study, respectively.
The design for the study was the analytic descriptive survey,
with the
population as the 527 public and private secondary schools in Rivers State of
Nigeria, with a corresponding number of 527 principals, who were participants
in the study, from where a sample of 264 was selected using the stratified
random sampling technique. A validated 15-item instrument titled External
Stakeholders Involvements in School Image and Instructional Programmes
Management Scale (ESISIIPMS), with a reliability index of 0.84, designed by the
researchers in the modified 4-point likert model was used for data collection.
Mean, weighted mean and aggregate weighted mean were used in answering the research
questions while z. test statistics were performed and used in testing the
hypotheses at 0.05 level of significance. The findings of the study revealed
that external stakeholders participate in the management of school image and
instructional programmes. Consequently, it has been recommended that school
administrators should provide the enabling environment for external
stakeholders to continuously participate in school image management while also
in conjunction with other school members should endeavour to provide
opportunities for external stakeholders to continuously take part in the
management of secondary school instructional programmes.
Keywords:
External Stakeholders, Involvement, Image Management, Instructional
Programmes Management
Introduction
The administration of education in
Nigeria has undergone series of metamorphosis. This began with the period of
family and community involvements and control of the educative process in what
was termed ‘informal education’. In this phase, all adults, parents and known
craftsmen were the major managers and implementers of the educative process as
they connected their respective domains, in order to enhance the transformation
of the family and community. However, with the colonization of Nigeria, formal
education became the new instrument for societal transformation. But as a
people, who already had a culture of education, formal education had to
co-exist with informal education. It is on record that formal education came
with colonialism and that it was introduced and managed by the missionary wing
of the colonial establishment, for the major reason of producing junior cadre
personnel, who were to serve the colonial interests in schools, churches, and
colonial bureaucracies to ultimately forward the cause of colonization. Arising
from the above, the school as an institution was administered without external
inventions in terms image making (public relations), programmes of instruction,
decision making, communication, funding, facilities management, in line with
the mission and vision of the colonial establishment. Although critics of the
colonial establishment among them Rodney (1972), Fafunwa (1980) and Kosemani
and Okorosaye-Orubite (1995) seem to perceive colonial strides in education as
anti-African, it is expedient to note that what they did centuries ago has
brought us to where we are now, in terms of educational development. This may
be explained in the fact that just as the colonialists are blamed for the
present state of things in their former colonies. Wilmot
External Stakeholders Involvements in
the Management of School Image and Instructional Programmes in Secondary
Schools in Rivers State of Nigeria
(1979) and Igwe (2010) have
documentary evidences on the role we (Africans) have played in the educational,
social and political underdevelopment of our society. Therefore it becomes
expedient to appreciate the fact that we began from somewhere.
However,
much later, community people, religious organizations and colonialists came
together to manage schools. This was the case before 1960, when the
colonialists stepped aside and the communities, churches and government took
over to operate till 1970, when the state finally took over educational
provision and management. Quite interestingly, with the publication of the
national policy on education by the Federal Republic of Nigeria in 1977, the
Federal Government welcomes private sector and community participation in
educational provision and management. This caveat in the policy provision, deregulated
educational management, thereby making it possible for individuals, agencies
and governments to individually, or jointly provide and manage educational
services. In the opinion of Obasi (2004), educational management is unlimited
in scope but school managers chiefly involve themselves in the management of
the educational environment, personnel, finance and material resources,
instruction, decision making and communication. Apparently from the numerous
changes and innovations in society, that have made in-roads into the school
system, aspects of school management as originally conceived in Obasi (2004)
have also changed. For the management of the school environment, Campbell
(2008) has come up with image management while Aliezi (2015) prefers to see the
management of instruction as instructional programmes management.
From
the foregoing discussion, it is deductible that the various interests here
referred to as ‘stakeholders’, which the FRN (2013) accepts should provide and
manage education should be involved in the various areas of school
administration as Obasi (2004), Campbell (2008) and Aliezi (2015) enumerate. By
stakeholders, we mean those internal and external interest protectors who are
involved in the management of schools. In
line with the theses of the present study, the researchers are interested in
the ways these externals should be involved in school administration, as it
relates to image and instructional programme administration. These would
constitute the concentration of further review. One area of school management
that is vital for running successful schools is the question of managing the
image of the school. Literary, image is a word that is open to many definitions
or meanings. This may be explained in the fact that image is a word that has
enjoyed wider applications in the fields of education, physical and medical
sciences, humanities and management. As a result, meanings are attached
depending on the orientations and dispositions of the particular scholars or
perceptors. In order to put the records straight, there is need to make few
presentations from some academic sources.
According
to Definition (2014), an image is the physical likeness or representative of a
person, animal and the like. Put differently, Princeston’s WorldNet (2014),
sees image as a general impression that something (a person or organization or
product) presents to the public. It may also be seen as the way people, in
general, think about somebody or something (Kernernem Dictionary, 2014). In yet
another entry, Wikidictionary (2014), sees an image as a characteristics of a
person, group or company, etc style, manner of dress, how one is or wishes to
be perceived by others, just as Random House Websters College Dictionary (2014)
prefers image as a general or public perception of a company, especially when
achieved by calculation.
An
analysis of the various entries tends to show that not much has been done
conceptually on the concept of image in the organizational world or that a
different terminology may be used. However, going by the entries from
Definition, Princeton’s Word Net, Kernegnen Dictionary, Wikidictionary and
lately Random House College Dictionary, it is possible to present a valid
conceptual working definition. This is that an image is the way and manner an
individual organization presents itself and expects to be perceived by external
persons. In order words, in talking about an organization, it is the culture of
an organization, or put better, the reputation which an organization has earned
for itself and which it is identified with.
The
foregoing propositional conceptualizations fit into an earlier description of
school image as school culture by Ekpo (1990) and (1991). In another
development, Campbell (2008),
International Journal of Innovations in
Education Development, Volume 7, Number 1, 2016
ISSN: 2226 - 8012
while discussing mobilization,
allocation and utilization of resources in higher education in Nigeria,
mentions institutional culture, traditions and goodwill as a group of resources
that need proper management in institutions of higher learning. For the
scholar, these variables refer to the patterns of behaviour and tradition,
which an institution grows with, that determines what other stakeholders and
other units in the system have to say about it. In like manner, secondary
schools can develop the same type of behavioural patterns and traditions,
overall that can determine what people expect from them. To borrow from
Campbell, it could be discipline or indiscipline, notoriety for cultism, good
behaviour and strictness for maintaining standards, dress codes and so on.
Therefore, school leaders must ensure that things are done in the right and
positive ways that would bring positive reputations to the institution.
In
doing the fore-going, schools should or be assisted by its stakeholders to
institute awards for best behaved students, undertake to give employment to
best students of educational institutions, write letters of commendation to
outstanding students and list their names in the school honours role, schools
should be assisted to conduct programmes that keep alife the positive aspects
of schools, apart from helping to attract projects to the schools that help in
laundering the aesthetic and physical appearance of the schools. Campbell
(2008), Ekpo (1990), Okwori and Ede (2012) and Akpawu (2013), mention
stakeholders who do so to include Alumni Associations and for Abdulrahman and
Omordu (2007) and Uche and Afangideh (2008), international agencies like United
Nations Educational Scientific and Cultural Organization (UNESCO) and World
Bank should also be involved.Whether external stakeholders assist schools in
these ways are matters to be determined by the outcome of the study after
empirical testing.
Another very important scope of
management in education is the aspect of instructional management. Conceptually,
instructional management connotes the efforts of a designated officer or
officers to oversee the implementation of the school curricular. In the
perception of Obasi (2004), this function should be the exclusive preserve of
the school administrator. This position is in tandem with what Anwukah (1992)
refers to as the social distance approach to community involvement in
education. For Anwukah, the social distance approach emphasizes the role of the
expert (the school staff) and undervalues the roles of non-expert from the
community. It is no wonder, Obasi (2004) supports the use of other
institutional variables like suitable and conducive environment, complimentary
financial and instructional set-up, coupled with well qualified and harnessed
personnel as those who make the management of instructional programmes easy.
These views expressed by Anwukah and Obasi may be responsible for the strong
backing to the view, which assumes that the incursion of the community into the
school can only lead to lowering of standard, because community people have no
professional training.
Ironically,
the Federal Republic of Nigeria (2013) welcomes private and community
participation in educational provision and management without any exception.
Apart from this policy provision, external groups and individuals have been
involved in the instructional process since the introduction of western
education in Nigeria. After all, the use of traditional rulers and known craft
men as resource persons did not start yesterday. Therefore, external groups and
individuals can take part in the management of school instructional programmes.
In
the presentations by Okworo and Ede (2012), individuals external to the
schools, but who have vested interests like the parents do the following:
i.
Helping
children to work at home
ii.
Volunteering
to help in teaching in the classrooms
iii.
Providing
after school programmes
iv.
Providing
counseling services
v.
Providing
lands for school farms
vi.
Allowing
local professionals to demonstrate their skills and knowledge to the school
community
vii.
Allowing
literate and experienced retired parents to offer teaching services where
teachers are lacking
viii.
Providing
information and data requirement for researches based in schools
External Stakeholders Involvements in
the Management of School Image and Instructional Programmes in Secondary
Schools in Rivers State of Nigeria
ix.
Prominent
member serve the school as resource persons
x.
The
content of school programmes are obtained from communities
Apart from the above entry from
Okwori and Ede (2012), it is noteworthy that Adegun (2008) reports that Ekiti
citizens in Canada, recently donated a large number of books for the
development of the university library. These and others are areas external stakeholders
should involve themselves in school administration.
Statement of Problem
Traditionally, the task of managing
schools rests on the shoulders of the school administrator, whose job it is to
manage the school environment, image, curriculum, decisions, communication,
finances and materials resources. Contrary to this, Nigeria’s national policy
on education welcomes private sector and community participation in the
provision and management of educational services at all levels. This caveat,
theoretically, represents a deregulation in educational provision and
management and practically translates to a relaxation of control that gives
birth to decentralization, breakage of monopoly and privatization.
Consequently, individuals, groups, agencies and governments on meeting the
requirements of the regulatory agencies of government, unilaterally, in
partnership or jointly provide and manage educational services in the interests
of the clients (students) and society.
Surprisingly,
joint and partnerships in educational provision and management by the various
interest groups seem to be responsible for the numerous conflicts between
stakeholders and school administration as the latter seems to belief that
external interventions in school administration are encroachments into their
domains by the former. This scenario is not at all healthy for the growth of
the school system and society. Therefore, it becomes imperative that efforts
should be made to find solutions to the psychological and practical conflicts between
the contenders by determining the dimension of involvements in school
administration by external stakeholders.
Aims and Objectives of
the Study
The
study examined external stakeholders involvements in the management of school
image and instructional programmes in secondary schools in Rivers State of
Nigeria. Specifically, the study sought to:
1.
As
certain how external stakeholders are involved in the management of secondary
school image in Rivers State of Nigeria.
2.
Establish
how external stakeholders are involved in the management of secondary schools
instructional programmes in Rivers State of Nigeria.
Research Questions
The following research questions were
answered in the study:
1.
How
are external stakeholders involved in the management of secondary school image
in Rivers State of Nigeria?
2.
How
are external stakeholders involved in the management of secondary school
instructional programmes in Rivers State of Nigeria?
Hypotheses
The following hypotheses were tested
in the study at 0.05 level of significance.
Ho1: There is no significant difference between
the mean ratings of public and private secondary school principals on how
external stakeholders are involved in the management of secondary school image
in Rivers State of Nigeria.
Ho2: There is no significant difference between
the mean ratings of public and private secondary school principals on how
external stakeholders are involved in the management of secondary school
instructional programmes in Rivers State of Nigeria.
International Journal of Innovations in
Education Development, Volume 7, Number 1, 2016
ISSN: 2226 - 8012
Methodology
The design for the study was the
descriptive survey. This made it possible for data to be collected and
explained as they occurred just as testing hypotheses on some variables of the
study and inferring the results on the population was ensured. The population
was the 527 public and private secondary schools in Rivers State of Nigeria,
with a corresponding number of 527 principals (247 from public schools &
280 from private schools). From 527 principals, 264 (representing 80% of the
total number) was selected as sample, using the proportionate stratified random
sampling technique. This sample responded to a validated 15 – item instrument
titled ‘External Stakeholders Involvements in School Image and Instructional
Programme Management Scale (ESISIIPMS)’ with a reliability index of 0.84,
designed by the researchers in the modified likert scale model. Mean, weighted
mean and aggregate weighted mean were used in answering the research questions
while z. test statistics was used in testing the hypotheses at 0.05 level of
significance.
Results
The results of the study came from
the answers to the research questions and results to tests of hypotheses, thus:
Research Question 1: How are external stakeholders
involved in the management of secondary school image in Rivers State of
Nigeria?
Table 1: Mean Responses of Public and
Private Secondary School Principal on How External Stakeholders are Involved in
the Management of Secondary Schools Image in Rivers State of Nigeria.
|
S/N
|
|
MEAN RESPONSES
|
Remarks
|
||||
 |
SD1
|
 |
SD2
|
 |
|||
|
1
|
Friends
of the school have instituted awards for best graduating students.
|
2.90
|
0.82
|
2.90
|
0.82
|
2.90
|
Agreed
|
|
2
|
External
stakeholders have instituted awards for students who behave well in the
school.
|
2.86
|
0.73
|
2.87
|
0.74
|
2.87
|
Agreed
|
|
3
|
Your
students have been offered jobs by school friends on the basis of their
performances.
|
3.01
|
0.86
|
2.84
|
0.73
|
2.84
|
Agreed
|
|
4
|
Community
members write letters to commend students with good behaviours.
|
2.96
|
0.84
|
2.86
|
0.73
|
2.86
|
Agreed
|
|
5
|
Your
students have received honours from the school community.
|
3.02
|
0.87
|
2.75
|
0.70
|
2.75
|
Agreed
|
|
6
|
Community
people assist schools to organize programmes that launder the image of the
school.
|
2.86
|
0.73
|
2.89
|
0.75
|
2.89
|
Agreed
|
|
7
|
External
interest groups assist school to get modern buildings that beautify the
school.
|
2.97
|
0.87
|
2.69
|
0.69
|
2.69
|
Agreed
|
|
|
Criterion
 =2.50 |
2.94
|
0.82
|
2.83
|
0.74
|
2.83
|
A
Agreed |
Legend Scale
=
Mean: Public Secondary School Principals
1.00
– 2.49 – Disagreed =
Mean: Private Secondary School Principals 2.50
– 4.00 – Agreed
SD = Standard Deviation
= Weighted mean
A =
Aggregate Weighted Mean
=
Aggregate Weighted Mean
Data on Table 1 show that all the
items (1 – 7) had weighted mean scores above the criterion mean of 2.50, and
were adjudged as how external stakeholders are involved in the management
of secondary school images in
secondary schools in Rivers State of Nigeria. In summary, with an aggregate
weighted mean of 2.83, above the criterion mean of 2.50, public and private
secondary school principals agreed that external stakeholders are involved in
the management of secondary school image by instituting awards for best
graduating students, instituting awards for well-
External Stakeholders Involvements in
the Management of School Image and Instructional Programmes in Secondary
Schools in Rivers State of Nigeria
behaved students, offering jobs to
graduating students on the basis of their performances, writing commendation
letters to students with good behaviours, giving honours to students, assisting
schools to organize programmes that launder the image of the schools, and
assisting schools to get modern buildings that beautify the schools.
Research Question 2: How are external stakeholders
involved in the management of secondary school instructional programmes in
Rivers State of Nigeria?
Table 2: Mean Responses of Public and
Private Secondary School Principals on How External Stakeholders are involved
in the Management of Secondary Schools Instructional Programmes in Rivers State
of Nigeria.
|
S/N
|
|
MEAN RESPONSES
|
Remarks
|
||||
|
|
SD1
|
|
SD2
|
|
|||
|
28
|
External
stakeholders involve themselves in school administration by:
Helping
children to complete home assignments.
|
2.83
|
0.80
|
2.71
|
0.71
|
2.77
|
Agreed
|
|
29.
|
Volunteering
to help in teaching in the classes.
|
2.90
|
0.85
|
2.70
|
0.70
|
2.80
|
Agreed
|
|
30.
|
Provision
of out of school academic programmes for students.
|
2.74
|
0.73
|
2.71
|
0.71
|
2.72
|
Agreed
|
|
31.
|
Provision
of land for school demonstration farms.
|
2.91
|
0.85
|
2.62
|
0.60
|
2.76
|
Agreed
|
|
32.
|
Allowing
local professionals to demonstrate their skills in schools.
|
2.67
|
0.65
|
2.67
|
0.62
|
2.67
|
Agreed
|
|
33.
|
Literate
community members serving as teachers in schools.
|
2.93
|
0.86
|
2.73
|
0.72
|
2.83
|
Agreed
|
|
34.
|
Providing
information for school research efforts.
|
2.77
|
0.74
|
2.71
|
0.71
|
2.74
|
Agreed
|
|
35
|
Donation
of books for school libraries.
|
2.80
|
0.79
|
2.58
|
0.62
|
2.69
|
Agreed
|
|
|
Criterion
=2.50 |
2.82
|
0.78
|
2.67
|
0.67
|
2.75
|
A
Agreed |
* The legend and scale for Table 1 applies
Data on Table 2 show that all the
items (28 – 35) had weighted mean scores above the criterion mean of 2.50 and
were agreed on as how external stakeholders are involved in the management of
secondary school instructional programmes in Rivers State of Nigeria. In
summary, with an aggregate weighted mean of 2.75, above the criterion mean of
2.50, public and private secondary school principals agreed that external
stakeholders are involved in the management of secondary school instructional
programmes in Rivers State of Nigeria by helping children to complete home
assignments, volunteering to help classes, provision of out of school academic
programmes for students, provision of land for school demonstration farms,
allowing local professionals to demonstrate their skills in schools, literate
community members serving as teachers in schools, providing information for
school research efforts and donation of books for school libraries. Ho1: There is no
significant difference between the mean ratings of public and private secondary
school principals on how external stakeholders are involved in the management
of secondary school image in Rivers State of Nigeria.
Table
3: Summary of z. test Analysis on the Responses of Public and Private Secondary
Schools Principals on How External Stakeholders are Involved in the Management
of Secondary Schools Image in Rivers State of Nigeria
|
Subject
|
N
|
 |
SD
|
Cal.
z.
|
z-crit
|
df
|
Result
|
|
Public
secondary school principals
|
121
|
2.94
|
0.82
|
1.10
|
1.96
|
257
|
Not significant (accept)
|
|
Private
secondary school principals
|
138
|
2.83
|
0.74
|
Legend
N – Number of respondents
- Mean
SD – Standard Deviation
Cal. z. – Calculated z – value
z. crit – z – critical value
df – degree of freedom
International Journal of Innovations in
Education Development, Volume 7, Number 1, 2016
ISSN: 2226 - 8012
Data on Table 3 show summaries of
subjects, means, standard deviations, and z. test of difference between the
mean ratings of public and private secondary school principals on how external
stakeholders are involved in the management of secondary school image in Rivers
State of Nigeria. The z. test value, calculated and used in testing the
hypothesis stood at 1.10, while the z. critical value stood at 1.96, using 257
degrees of freedom at 0.05 level of significance.
At
0.05 level of significance and 257 degrees of freedom, the calculated z. value
of 1.10 is less than the z. critical value of 1.96. This shows that there is no
significant difference between the mean ratings of the respondents. Based on
the above observations, the researchers were constrained to retain the null
hypothesis that there is no significant difference between the mean ratings of
public and private secondary school principals on how external stakeholders are
involved in the management of secondary school image in Rivers State of
Nigeria.
Ho2: There
is no significant difference between the mean ratings of public and private
secondary school principals on how external stakeholders are involved in the
management of secondary school instructional programmes in Rivers State of
Nigeria.
Table 4: Summary of z. test Analysis on the Responses of Public and
Private Secondary Schools Principals on How External Stakeholders are Involved
in the Management of Secondary Schools Instructional Programmes in Rivers State
of Nigeria.
|
Subject
|
N
|
|
SD
|
Cal.
z.
|
z-crit
|
df
|
Result
|
|
Public
secondary school principals
|
121
|
2.82
|
0.78
|
1.67
|
1.96
|
257
|
Not significant (accept)
|
|
Private
secondary school principals
|
138
|
2.67
|
0.67
|
* The
legend for Table 3 applies.
Data on Table 4 show summaries of
subjects, means, standard deviations and z. test of difference between the mean
ratings of public and private secondary school principals on how external
stakeholders are involved in the management of secondary school instructional
programmes in Rivers State. The z. test value, calculated and used in testing
the hypothesis stood at 1.67, while the critical z. value stood at 1.96, using
257 degrees of freedom at 0.05 level of significance. At 0.05 level of
significance and 257 degrees of freedom, the calculated z. value of 1.67 is
less than the critical z. value of 1.96, implying that there is no significant
difference between the mean ratings of the respondents. In the light of the
above observations, the researchers retained the null hypothesis that there is
no significant difference between the mean ratings of public and private
secondary school principals on how external stakeholders are involved in the
management of secondary school instructional programmes in Rivers State of
Nigeria.
Discussion of Findings
and Implications
External Stakeholders
Participation in the Management of School Image
The first finding of the study is
that external stakeholders are involved in the management of school image by
instituting awards for best graduating students, instituting awards for best
behaved students, offering jobs to graduating students on the basis of their
performances, writing commendation letters to students with good behaviours,
giving honours to students, assisting schools to organize programmes that
launder the image of the schools, and assisting schools to get modern buildings
that beautify the schools. This finding agrees with Campbell (2008), Ekpo
(1990), Okwori and Ede (2012), Akpakwu (2013), and Uche and Afangideh (2008).
This researchers and scholars establish that external stakeholders in school
affairs are involved in the management of school image. This implies that much
of what people hear about secondary educational institutions in Rivers State of
Nigeria also stem from contributions from outside the schools. However, that a
corresponding third finding from hypothesis testing found no significant
difference between the mean ratings of public and private secondary school
principals on how external stakeholders are involved in the management of
school image is a matter to be handled in another research. This insignificant
difference observed in the mean ratings of the respondents may be due to the
rigorousness of the statistical procedures adopted in the analysis of data and
does not in any way invalidate the fact that external stakeholders are involved
in the management of school image.
External Stakeholders Involvements in
the Management of School Image and Instructional Programmes in Secondary
Schools in Rivers State of Nigeria
External
Stakeholders Participation in the Management of Secondary School Instructional
Programmes
The
second finding of the study is that external stakeholders are involved in the
management of secondary school instructional programmes in Rivers State of
Nigeria by helping children to complete home assignments, volunteering to
helping children in classes, provision of out of school academic programmes for
students, provision of land for school demonstration farms, allowing local
professionals to demonstrate their skills in schools, literate community
members serving as teachers in schools, providing information for school
research efforts and donations of books for school libraries. This finding
agrees with Okwori and Ede (2012), and Adegun (2008). A possible explanation
for this trend may be in the fact that school administrators who responded to
the instruments have made use of these external stakeholders in the management
of school instructional programmes. This implies that the successes recorded in
the management of school instructional programmes may not be unconnected with
the supports the schools get from external stakeholders.
Quite
contrary, a corresponding fourth finding got from hypothesis testing found no
significant difference between the mean ratings of public and private secondary
school principals on the ways external stakeholders are involved in the
management of secondary school instructional programmes. As expected, the
finding is at variance with Okwori and Ede (2012) and Adegun (2008). But, one
cannot explain why there is this insignificant difference apart from the fact
that rigorous statistics was employed in the analysis of data. Also, it is on
record that the management of school instructional programmes have been the
combined efforts of schools and their environments. These environments are
where the stakeholders reside.
Conclusion
Based
on the findings of the study, it is concluded that external stakeholders show
genuine interest in the management of school image and instructional programmes
in their best interests and that of the school and society despite some
societal and institutional inhibitions.
Recommendations
In
the light of the findings and conclusion of the study, it is recommended as
follows:
1.
School
administrators should provide the enabling environment for external
stakeholders to continuously involve themselves in school image management.
2.
School
administrators should in conjunction with other school members endeavour to
provide opportunities for external stakeholders to continuously take part in
the management of secondary school instructional programmes.
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