PARENT TEACHER ASSOCIATION CONTRIBUTIONS AND SCHOOL EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN AKOKO SOUTH WEST LOCAL GOVERNMENT AREA, ONDO STATE,NIGERIA

This study investigated the influence of Parent-Teacher Association (PTA) activities on the effectiveness of public secondary schools in Akoko South West Local Government Area of Ondo State, Nigeria. Specifically, the study examined the level of parental involvement in school affairs, the extent of financial and material contributions made by the PTA, the impact of PTA activities on teacher motivation, and how PTA participation affects student discipline. The study adopted a descriptive survey research design. The population comprised all principals and teachers in the 20 public secondary schools in Akoko South West LGA, totaling 50 respondents. A purposive sampling technique was used to select a sample of 50 respondents, comprising 10 administrators (principals or vice principals) and 40 teachers drawn from five public secondary schools strategically selected across different zones of the LGA. A self-structured questionnaires were developed and used for data collection. The instrument was validated by experts, and a reliability test yielded coefficients 0.83, indicating a high level of internal consistency. Data were analyzed using descriptive statistics (mean, frequency, and percentage) and inferential statistics (Pearson Product Moment Correlation) at the 0.05 significance level. Findings from the study revealed a moderate to high level of parental involvement and PTA contributions in the selected schools. For instance, 48.0% of respondents agreed that parents frequently monitor their children's academic progress, and 44.0% agreed that PTA funds were used to support school infrastructure. Additionally, 40.0% of the respondents agreed that PTA contributions help improve teaching materials and motivate teachers. In terms of discipline, 46.0% of respondents observed that PTA involvement helped reduce student indiscipline. The finding from the first hypothesis revealed that Parent-Teacher Association (PTA) activities had no significant relationship with school effectiveness in public secondary schools in Akoko South West Local Government Area. The second hypothesis indicated that parental involvement did not significantly influence student discipline in the sampled schools. The result of the third hypothesis showed that financial and material support provided by the PTA did not significantly motivate teachers in the studied schools. In conclusion, the study affirms that active participation of PTAs enhances the effectiveness of school administration, teaching quality, and student discipline. The study recommends that schools strengthen their PTA structures by promoting transparency, encouraging regular meetings, and involving parents in meaningful decision-making processes. Government education bodies should also recognize and integrate PTAs into broader school development policies to ensure sustainable improvements in education quality.