COLLABORATIVE APPROACHES AND SCHOOL SECURITY MANAGEMENT IN SECONDARY SCHOOLS IN CALABAR EDUCATION ZONE, CROSS RIVER STATE, NIGERIA

Abstract

This study investigated collaborative approaches and security management in public secondary schools in the Calabar Education Zone, Cross River State, Nigeria. Two null hypotheses were formulated to guide the study. A correlational research design was adopted. The population consisted of all 95 principals of public secondary schools in the study area, and a census sampling technique was used. Data were collected using a researcher-developed instrument titled “Collaborative Approaches and School Security Management Questionnaire (CASMQ).” The instrument was validated by experts in Educational Management, the Measurement and Evaluation Unit at the University of Calabar. The reliability of the instrument was established using the Cronbach Alpha method, which produced reliability coefficients of 0.77 and 0.80. The research hypotheses were tested using Pearson Product Moment Correlation Analysis (PPMCA) at the 0.05 level of significance. The findings revealed a significant positive relationship between parent–school collaboration, community participation, and security management in the study area. Based on these findings, the study concluded that collaborative approaches play a vital role in strengthening security management in secondary schools. It was therefore recommended that school administrators in public secondary schools should deliberately establish and sustain strong partnerships with parents through regular meetings and active involvement in school security planning. Such collaboration will promote shared responsibility and contribute to improved safety of students, staff, and school property.