Constraints and restrictions to community participation in school developments at primary schools in the Sagnarigu Municipal, Ghana

Abstract

This study examines the constraints and restrictions to community participation in school developments at primary schools in the Sagnarigu Municipal, Ghana. Qualitative research approach was adopted. The design used was case study with an adoption of convenient sampling technique where three (3) primary school heads, six (6) primary school teachers, three (3) School Management Committee Members and three (3) Parents Teachers Association Members were selected. Face-to-face in-depth individual interviews were conducted. Data collected were analysed thematically. Findings revealed inadequate integrations of community initiatives in
school developments, poor school-community relationships, inadequate consultation with communities, lack of awareness creation on community roles in school developments and there was inadequate incorporation of community voices into school decision making processes. Some recommendations made were that the Ghana Education Service (GES) should use Radio and Television media to constantly educate both schools and communities on the significance of community participation in school developments. School Management Committees should include influential members from the communities in school governance. Schools should at least in a year have three meetings with communities to inspire them develop a sense of schoolcommunity partnership and a sense of ownership. School Management Committees should incorporate community's voices and contributions into their decision making processes.