ASSESSMENT OF PARENTS-TEACHERS PARTNERSHIP IN DEVELOPING SECONDARY SCHOOL EDUCATION IN MAKODA LOCAL GOVERNMENT AREA.”

This study assessed the role of parent-teacher partnerships in the development of secondary school education in Makoda Local Government Area of Kano State. It aimed to determine the extent of collaboration between parents and teachers, the effectiveness of their interactions, and the challenges hindering strong partnerships. The research adopted a descriptive survey design, using a structured questionnaire administered to a sample of 300 respondents comprising 150 parents and 150 teachers selected through stratified random sampling. Findings revealed that while communication between parents and teachers exists, it is not fully optimized to support students' academic success. Most schools encourage parental participation in meetings and activities, yet meaningful involvement in decision-making processes remains limited. The study also found that mutual respect and understanding between parents and teachers contribute positively to student outcomes, including improved performance, discipline, and emotional support. However, the research identified several obstacles to effective collaboration, including time constraints, lack of parental awareness of their roles, socio-cultural factors, and communication barriers. Despite these challenges, respondents showed strong support for practical solutions such as flexible meeting schedules, community awareness campaigns, and regular workshops for parents. The study concludes that enhancing parent-teacher partnerships requires deliberate efforts by school administrators and policymakers to create inclusive structures and supportive environments. Strengthening these relationships will significantly contribute to the overall development of secondary school education in Makoda and similar rural settings.