Exploring the Roles of Parent-Teachers Association toward Administration of Primary Education in Biu, Local Government Area of Borno State

Abstract

This study explored the roles, effectiveness, and challenges of Parent–Teacher Associations (PTAs) in the administration of primary education in the Biu Local Government Area (LGA) of Borno State, Nigeria. Guided by Epstein's Overlapping Spheres of Influence Theory, Stakeholder Theory, and Participatory Governance Theory, the research employed a descriptive survey design and sampled 260 respondents, including PTA executives and head teachers, across eight educational zones. Data were collected using a validated questionnaire (Role of PTA in the Administration of Primary Schools Questionnaire (ROPAPSQ). Descriptive measures (mean and standard deviation) were used to summarize sample characteristics, and inferential statistics (one-sample t-tests) were used to test whether sample means differed from the neutral midpoint (2.50) of the four-point Likert scale. Findings revealed that PTAs play crucial roles in supporting teaching and learning, mobilizing resources, and fostering communication between parents and schools; however, their effectiveness in improving school administration is limited by weak oversight, inadequate training, and irregular engagement. PTAs also face challenges such as poor attendance, insufficient funding, lack of administrative capacity, and political interference. The study concludes that although PTAs hold significant potential for enhancing school governance, their impact is constrained by systemic and structural barriers. Policy institutionalization, targeted training, and stronger inclusion of PTAs in decision-making are recommended to strengthen their functionality and influence. These findings provide valuable insights for policymakers and educational stakeholders seeking to promote community-driven governance in conflict-affected and resource-constrained contexts.