INFLUENCE OF SCHOOL-BASED INITIATIVES ON SUSTAINABLE EDUCATIONAL DEVELOPMENT OF STUDENTS FROM DISINTEGRATED FAMILIES IN SOUTH-SOUTH NIGERIA SECONDARY SCHOOLS
Abstract
This study examines the influence of school-based initiatives on the sustainable educational development of students from disintegrated families in secondary schools in South-South Nigeria. The study adopted the descriptive research design. The study population included 1,543 principals, 3,086 vice principals, 37,453 teachers, and 1,834,995 students in South-South Nigeria. A sample of 918 respondents was drawn using a six phase multistage sampling technique across 102 schools in four of six states. An 88-item structured instrument titled “School-Based Initiatives for Sustainable Educational Development of Student from Disintegrated Families Questionnaire” (SISEDSDFQ) with a reliability coefficient of 0.937 necessitated its use for the collection of data that was analyzed using mean and standard deviation, and Analysis of Variance (ANOVA) to answer the research questions, and test the hypotheses. The study revealed that the respondents (administrators, teachers, and students) differed on the influence of school based initiatives on the sustainable educational development of students from disintegrated families in South-South, Nigeria secondary schools (F2, 870=.872, p >.05). The study recommended among others that secondary school administrators and teachers be encouraged to strengthen their counselling skills and improve understanding of cultural diversity that would increase the existence of cordial teacher-student interactions that would help in providing the needed social, emotional and even financial supports especially for students experiencing family instability.
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Published in AFRICAN SOCIAL AND EDUCATIONAL JOURNAL
ISSN: 978-37889
This article appears in our peer-reviewed academic journal
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