2.6.

deemed
Education
inducted
instead
often
procedure
become
liability
2003).
unlawful
learning
It
mention
severely
social
professional
interest
(Saleem,
3.
societies
In
developed
teachers,
enjoy
as
171
discovered
ideologically
is
However,
does
phenomenon
self-esteem
attractive
4.
Government
posted
or
houses
which
accommodation
satisfaction
Punjab,
interested
affects
5.
administration.
transfers
most
remain
remote
opposing
Sometimes
new
practice
families
but
Teaching
be
changes
abreast
theories,
that
professionally
challenges
country
can
better
Effective
development
not
(government)
their
Council,
7.
Relationship
essential
environment
spirit
community.
dictations
more
intentionally
motivates
kingdom,
coordination
2001).
community,
Overall,
8.
172
Schools
academic
very
normally
students
responsible
results
part
community
student
9.
Malik
destiny
decided
fact
institutions
example,
universities
mainstream
(Khan,
activities
conditions
Political
potential
teaching
11.
According
have
burnout.
laps
particularly
areas,
physical
situation
learning.
pay
12.
students.
Some
do
laboratories
books.
playgrounds
heinous
for
development.
given
fail
13.
Rasheed
improve
characterized
during
supervision
like
This
feedback
Journal
ISSN
www.iiste.org
Vol.4,
14.
173
The
taken
communication
poor
receiving
Teachers
culture
There
lack
view
of
regard
15.
Curriculum
schools
implementer.
contribute
are
refresher
has
ignorant
performance
curriculum
and
implementation.
design
(Government
17.
Textbooks
Textbook
highly
problem
to
medium
schools.
both
explain
different
in
process
As
order
burden
the
taking
various
(communication,
effective
1998).
Problems
1.
Due
under
performance.
profession
Teacher
sources
going
integrity
this
duties.
teachers
retarded
quality
Social
Accommodation
Frequent
School
Community
Political
Financial
skirmishes.
the
their
some
outstations
teachers.
compared
is
Professional
not
teach
solving
the
implement
non-availability
supervision
teachers
the
aware
adored
social
teachers
role
books
long
Burden
Physical
Crisis
Coordination
Curriculum
Issues
also
to
learning
individual
situation
provided
country
society.
agenda
system
aims
education
teachers
been
negative
lack
left
on
effectively
of
environment.
to
develop
critical
its
regard
educational
salves
trend
on
of
political
coordination
not
of
poor.
also
has
among
teachers.
to
poor
no
added
rots
2222-1735
ateachers
examination,
schools
abroad
there
the
support
create
(1991)
is
conditions
No.4,
(Farooq,
paid
no
administration
specialized
is
or
in
youth.
the
on
implementation
into
in
areas
of
from
teaching
have
with
Further,
In
poor
the
and
(Illahi,
of
Even
great
concepts
receiving
coordination
1998).
of
there
are
areas
Saleem
Ashraf
the
and
the
overthrow
affects
effective
negatively
of
are
and
countries
skills
community,
occurring
memorize
Under
there
This
has
on
which
get
as
here
2004;
the
is
punished
of
aThere
by
exist.
given
problems
and
(Zafar,
research
the
1988).
textbooks
on
of
way
due
recognition
The
the
in
who
2002).
Teachers
absentees
is
courses
promotions
discomforts.
interference
groupings
give
participate
inside
face
aprofession
option
(2004)
remote
teachers
public
are
for
field
is
end
even
difficulties
culture
of
effective
status
development
remain
backbiting,
or
created
without
in
some
performing
financial
given
due
political
the
of
teachers
and
leaders
established
as
system
high
least
of
quality
curriculum
learning.
school
blame-game.
nations
Education
performance
without
important
schools
teachers
and
associated
in
to
is
many
the
frequent
of
permanent
towards
that
has
interference
many
instruction
in
of
the
communication
to
supported
supposed
students’
part
one
is
teaching
theory
of
transfers
for
that
Pakistanis
lesson
earning
process
In
school
in
well
the
Teachers
development
instructions
(Mohanty,
Pakistani
and
related
works
skills
problems
are
salaries
the
teachers
has
of
(Government
development.
often
account
part
parents
latest
political
the
government
is
are
acommunity
and
return
children
teachers
supervision
performances.
administration
students.
their
2013
meaningful
process
does
to
(British
teaching
textbooks
of
but
In
are
learning.
learning
badly
motivation
teachers
duties.
freedom
asocial
of
colleges
has
basic
effects
and
practice
goals
for
teaching
that
the
Rehman
are
who
creates
among
performance
ignored
argues
and
of
affiliations
their
creating
the
has
usually
in
Since
Normally
schools
to
with
more
even
This
They
process
The
are
orders
appointment
profession
to
teachers.
(Khalid,
sound
students
education
face
this
the
lack
accept
dislike
Kahlid
are
attention
Teachers
negative
and
involvement
of
it
1986).
to
very
system
occupy
remote
created
newly
salary
social
reflects
the
(1983)
world.
these
filled
to
other
Hussain,
in
mental
Inside
This
issues
the
their
lack
trust
basis
are
development
is
held
hand
(2002)
between
teachers
the
their
certain
teacher
of
parents
political
economy
promoted
2003).
teachers
Pakistani,
some
encourage
manage
Pakistan,
and
all
1990).
but
world
of
However,
The
made
also
learning
expected
any
weak
inferiors.
up-to-date
working
areas
institutions.
from
poor
groupings
society,
this
decreased
(Paper)
and
has
as
the
without
them
service
new
aspects
of
they
cases
administration,
increased
often
to
head
analysis,
develop
prophetic
not
of
Pakistan
teaching
leads
at
in
less
majority
The
and
are
more
area
teachers
coordination
in
to
like
ultimate
cannot
teachers
country.
need
bad
party.
hence
no
aids
is
the
quality
measures
transfer
affected
(Hussain,
for
teachers
are
as
and
to
there
areas,
skills
any
status
the
of
transfer
fact
problem
classes
in
the
important
and
no
terms
teachers
the
without
of
does
only
such
the
cannot
learning
teachers
jeopardize
that
and
Pakistan
responsible
education
7.1
to
being
Similarly
an
conditions
be
the
for
professions
and
situation
with
of
the
try
and
cooperation
relations
are
problems.
made
in
schools
with
slurring,
proper
physical
(Khan,
the
provide
found
parties
parties.
nurseries
Besides,
their
In
(2002)
or
has
this
and
transferred
their
sycophancy.
by
quality
due
the
not
of
proper
(1998)
cases
ain
mistrust
agony,
990).
an
and
the
in
financial
other
teaching
In
is
teachers
join
at
notion
exalted
facilities
coordination
In
procedures
of
politics
and
in
concepts
environment
teaching
to
levels.
not
such
stand
hesitation
remarks
process
in
Relationship
reverential
has
learning
society
to
the
in
are
efficacy.
school
educational
is
the
of
in
2001).
no
politics
figures
resources
vital
this
community
curriculum
rather
Practice
less
which
and
staff,
upgraded
in
2001).
teachers
and
not
learning
as
any
ISSN
these
e.g.,
stopped
and
the
large.
many
of
be
to
misunderstandings
bureaucratic
eroded
in
Their
examination
and
is
disregarded.
hardly
government,
cover
Pakistan
to
of
Due
due
effects
the
is
and
miniature.
on
reflection)
the
line
Pakistan
of
is
aprofession
only
community
skills
on
more
policy
improvement
attending
the
in
aof
that
to
can
not
1992).
principals
in
teaching
2001).
The
rendered
taken
attention
developed
process
addition
teaching
effective
have
is
accepted
their
are
any
as
cover
run
at
teachers
disturbance
aspect
are
This
the
teachers
tormenting,
textbooks.
motivated
the
violated.
group.
sometimes
in
has
there
manipulation.
of
schools
aspects
development
in
abut
accommodation
due
find
as
to
curriculum
This
schools
associations,
most
the
teachers
degree
society.
and
conditions
to
among
who
the
for
staff.
2222-288X
in
and
the
highly
for
students
than
Further,
as
with
It
form
is
be
(Muhammad,
support,
like
needs
of
parents
black
in
On
the
able
environment
expected
in
inputs
reason
aids
teachers
inspection.
making
for
there
always
their
Lack
lack
residential
make
supervisors
other.
of
pressures
and
this
well
unrealistic
discussion
both
near
and
of
the
development
as
who
Pakistani
affected
in
their
are
has
social
the
makers,
taken
they
out
Normally
has
the
this
last
basis
to
This
lacks
curriculum
spirit
around
is
the
between
of
syllabus
institutions
do
development.
schools
creates
this
medical
have
politics.
on
the
This
work
examination
the
finically
to
of
in
and
the
between
is
schools.
and
of
to
teachers
lack
last
learners
Teachers
only
own
athe
of
in
not
political
creates
find
schools
politicized.
of
teaching
as
underpinnings.
syllabus
confusion,
have
(Shahzadi
boards,
stations
is
and
reality
continual
critique.
majority
their
teachers
not
edge
or
been
countries
without
Teaching
society
the
and
quality
These
This
badly
merit,
are
The
in
schools
considered
centralized
and
it
perform
of
lack
student
which
the
at
teaching
cannot
understanding,
most
of
contrary
towards
to
aupdated
position
fall
and
There
equal
takes
friendly
the
affected
do
learning
Pakistan.
schools
success
students
parents’
flattering
of
transferred
teaching
aoverburdens
option
leads
the
which
teachers
able
Khyber-Pakhtunkhwa,
lack
practice
education
head
to
of
mechanism
the
is
listen
businesses
at
(Online)
in
unable
resolve
curriculum
the
it
procedure
students.
staff,
based
favoritism
accommodation
on
either
considered
supervisors
schools
teachers.
poor
of
is
living.
so
gaps
coordination
of
pool
lack
on
at
Supervisors
or
sector
In
of
observed
not
practice
teachers
training
working
pressures
the
in
on
These
between
profession
observed
cover
school
behave
not
2002).
honorable
who
difficult
affected
as
some
sweet
poor
deeply
impede
is
world.
School
politically
to
place
In
is
from
the
stakeholder
attendance
and
before
engineering
realizing
are
development
students
like
in
orientation
involvement
on.
to
of
different
creates
collapse
overall
schools
is
part.
this
provide
teachers
Teachers
and
the
of
ultimately
wings,
the
in
teachers
to
well.
extent
is
well
aand
cope
parents
updating.
their
find
only
in
teachers
relations
difficulty,
the
and
concept
of
syllabi
between
Teachers
in
because
Pakistan
In
side
on
disturbance
of
and
many
disobedient
purpose,
to
as
social
cost
great
vision
athe
vital
activity.
Due
considered
and
teachers
the
has
often
shelter.
Resultantly,
important
learning
courses
political
There
of
society.
in
have
other
integrity
the
will
(Khan,
situations
concept
schools
the
their
knowledge.
students
Students
work
regard
with
sector
political
classrooms.
culture
the
principals
spirit
It
Perveen,
of
Likewise
affected
Conversely,
to
This
and
at
like
as
enough
of
has
and
the
examination
However,
of
with
disturbances
In
take
most
education
conditions
as
learning.
or
priority
dictations
enhancing
the
(Khan,
duties
that
difficulties
other
of
society,
affected
and
to
the
leg
is
of
resort
to
degree
instead
vital
time
(Hussain,
issues
learning
teachers
schools
the
actively
majority
and
psychological
of
that
students
and
remote
problems
cases
promoters
the
and
ladder
of
coordination.
(Hoodbhoy,
any
work.
deeply
are
give
create
serve
injustice
selected
essence
deal
educational
the
among
professionals
(Government
Holy
registers,
who
non-availability
duties.
way
in
principals
given
affects
of
their
Community
who
has
is
kings
in
are
of
pulling
teaching
In
affects
stakeholders
Teachers
they
ends
understating
the
in
and
process
as
education
Curriculum
cost
least
who
1998).
students
fatigue
respectful
teachers
nepotism.
However,
to
the
well
process
teachers’
lucrative
either
the
of
parties
invited
peace
in
students
and
of
teachers
quality
for
the
other
their
lack
the
change
to
of
time
affiliations,
who
supervision
Pakistani
(Khalid,
and
(ill)
with
cooperation
1980).
this
the
2002).
2002
at
not
in
created
or
school
list
the
favors
different
they
with
teachers
of
as
transfer
In
in
so
Scripture.
question
round.
often
(Farooq,
run
the
acquire
only
their
administrative
of
performance
educational
affected
multilingualism
teachers
the
They
an
birth
lack
on
areas.
parental
the
Pakistan
of
development
up
are
involved
has
such
become
and
have
It
the
interest
in
schools
the
2001).
In
community.
evaluation
in
most
providing
They
political
mental
society.
the
their
not
free
in
of
on.
the
among
to
fail
due
quality
incompetent
by
performance
of
their
most
regard
education
and
for
businesses.
of
environment
full
the
how
cases
need
is
of
has
in
(Farooq,
offices,
education
to
school
cannot
schools
problems
in
professional
time,
the
least
schools
different
only
the
Pakistani
graduating
who
education
reading
get
Often
process
professional
(Zafar,
teaching
1998).
awareness
Pakistan
profession.
progress
officers
right
teachers.
majority
remained
agents,
analytical,
all
only
in
prophetic
purpose
treat
Malik
the
professions
look
Due
to
confusion
wider
in
role
and
or
(Qureshi,
This
1998).
from
In
the
teach
participate
as
affiliation
the
political
tranquility.
smooth
teaching
underpaid
lack
This
schools
to
is
are
Pakistan.
knowledge
been
changes
professional
working
attention
work
of
teaching
the
to
(Farooq,
latest
of
Pakistan
the
unattractive
1993).
to
show
them
majority
Pakistan,
only
agonies.
adjusted
prone
mistrust
which
teachers
means,
are
most
participation
developed
the
For
interested
in
hold
the
of
development
have
This
teachers,
however,
among
in
teachers
are
the
social
of
their
for
workers
transfers
is
creation
level.
to
direction
problem
be
Pakistan,
the
facilitate
the
not
politics.
of
constructive
libraries,
in
afford
(1991)
2003).
schools.
education.
as
system
This
official
cooperative
absence
their
opportunities
and
1993).
like
of
policy.
mentors
neither
teaching
Pakistani
school.
and
observed
example,
found
professions.
education
The
of
that
continuously
in
with
this
of
understating
posted
ignorance
This
community.
Teachers
those
of
knowledge
low
teachers
sector,
little
the
other
schools
or
propagating
the
face
well
created
staff
education
teachers
of
job.
actors
effective
system.
the
own
curriculum
teachers
define
and
from
to
aware
and
among
on
the
2002).
need
of
In
terms
they,
and
reflective
process.
schools,
preaching
in
the
teachers,
and
in
learn
school
traditions
For
with
and
a1993).
are
life.
the
duties.
ask
and
In
school
to
of
of
in
state
marks
process
practice
to
least
their
fear
most
should
has
in
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has
as
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to
and
all
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of
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of
Community is a part of the society and education is the counterpart of both. ... School is
also defined as a subsystem of the larger system of the society. It has to functionally
coordinate with its immediate environment, the community in which it is situated.
What is School?
School is a training centre helps develop pupils into efficient social being and to
trainthem to further educate the backwardmembers of their society.The school is a
specialenvironment where a certain quality of life types of activities and occupations are
provided with
the object of securing child‟s development along desirable lines (Mishra, 2007).
School is anopen system and a social organization which thrives on the effective
interrelationship within itand with its relevant communities(Nwankwo, Nwokafor,
Ogunsanwo&Ighalo, 1985).Schoolinteracts with people of the community and is linked with
the larger society.The function of thetraditional school was to transmit the social heritage of
the community. Its role was too academicin nature. The modern sociological view of
education lay down that school constantly draw uponsocial life and activities for its subject
matter

What is Community?
Community according to Jones and George (2006) refers to physical location like
townsor cities or to social milieus like ethnic neighbourhoods in which an organization is
located. A

3community provides an organization with the physical and social infrastructure that allows it
tooperate; it utilities and labour force; the homes in which its managers and employees live;
other organization such as hospital, town services, carriers and theatres that service their
needs and soon. The above definition clearly describes school community. The school
community physicallocations are the towns or cities in which it is located. The schools source
their physical andsocial infrastructure from its communities. To Hornby (2000), community
refers to "a group of people of the same religion, race, occupation, etc or with shared
interest"

7.1 Relationship between School and Community

The processes of social interaction are the bases for creating social
relationship.According to Calhoun, Light and Keller (1998) social relationship is relatively
enduring patternsof interaction between two or more people. Most people have many social
relationships, fromcasual acquaintance to intimate friendships and close family bond.School
community relationship is a two-way symbiotic arrangement through which theschool and
the community co-operate with each other for the realization of goals of thecommunity and
vice versa. It is the degree of understanding and goodwill, which exists betweenthe school
and the community (Okorie, Ememe&Egu 2009).School as an open system and asocial
organization thrives on the effective interrelationship within it and with its
relevantcommunities. What happens in a school affects the community, and what happens in
the
4community affects school (Nwankwo, Nwokafor, Ogunsanwo&Ighalo, 1985). This
means thatcommunity builds its schools and the schools build their community (Sidhu, 2007).
Therefore,school community interdependence is unbreakable. There is a reciprocal
relationship. The twoworks for one another and the two have direct impact on one another. If
schools are expected to
be successful in their primary mission of educating the community‟s children, they need to
know
a great deal about the community and the families from which the children come. This
meansthat the school cannot exist in isolation but in co-operation with the community in
which it findsitself (Ihebereme, 2008).The school has to arrange for the students opportunities
to participate in social services,health campaigns, development plans, and other public
activities. The divorce between schooland community is likely to make teaching artificial.
This school is not a place where only thechildren are educated by the whole community.
The school building, furniture, equipment,human resources, etc. are public property.
They should be unhesitatingly placed at the disposalof the community after school hours. The
school teachers should also come forward and placetheir knowledge and experience at the
disposal of community and assume the role of guides andleaders of the social group. The
school library and play grounds can especially be of significantservice to the community
(Ihebereme, 2008). Effective school community relationship raisesstudent persistence and
achievement (Eccles& Harold, 1996; Lareau, 1996; Nieto, 2004). Nieto(2004) contends that
student achievement is positively associated with parent involvement inschool and that,
school which encourage high levels of parent involvement outperform their counterparts
where there are lower levels of involvement 22serving in advisory committee, acting as
volunteers in library, laboratory, and clinic for theschool, kitchen, etc.

7.2 Effect s of School on Community

Although schools have their own uniqueness and similarities, there are specific ways
by which school administrators can make a school very special in the community. To be
effective, school administrator should have a well-developed school community relationship
plans. according to Pawlas(2005)are as follows:

Establish and maintain public confidence in the school. Activities Such as Coffee
Parties at predetermined times can be used. At these meetings, members of the
local community areencouraged to give their opinions regarding the school and specific
educational issues.This can provide an opportunity to establish public confidence4.

Secure community support for the school and its programme. Invite the community
to participate as volunteers in many of the school activities such as teaching local history,
Develop an atmosphere of cooperation between the school and other social institutionof the
community.
A variety of school activities that requires use of community
resources by the school is introduced. Students of technical education on vocational e
xperience can be send to work on the homes of some identified community members such as
volunteer groups, senior citizens or on building of some religious or social institutions such
asmosques, churches, orphanages, recreational centre, etc.
Secure an evaluation of the school’s programmers in terms of educational need as the
community sees them. Find out from the community whether they are satisfied with what
the school is producing in terms of student’s behaviors and their reactions to social life.
Develop public goodwill towards the school. The school can invite community
organizations to use schools facilities such as classroom, library, laboratory, gym, halls fields,
pools, theatre, auditorium, etc. This will create in the community a sense of belonging to
whatever success or failure of the school.
7.3 Effects of Community on School
Provide the community with information about the school. The community should
beinformed on the goals and objectives of the school. The community should know all
the programmes and general activities of the school. No any change or innovation that willtak
e place in the school without the prior knowledge of the community which the
schoolserves.2.
Develop a community of purpose, effort and achievement. Let the community
understandthat when the school fails the community also fails, and that the survival of the
schooldepends heavily on the community. This will make the community have some feelings
of purpose and hope to support the school and its programmes. This could make thecommuni
ty exert serious efforts for the achievement of the school goals.

Develop in the community recognition of the vital importance of education in our socialand
economic life. Let the student use skills acquired at school to entertain and serve
members of the community. For instance, student‟s drama clubs can perform some
interesting drama to entertain senior citizens at their homes or on any special occasion.
Students of technical education on vocational experience can be send to work on the home
sof some identified community members such as volunteer groups, senior citizens or
on building of some religious or social institutions such as mosques, churches, orphanages,re
creational centre, etc.
Keep the community informed of new trends and developments in education. The
community should be informed of any change in the curriculum or programmers of the
school. For instance, on the introduction of Universal Basic Education (UBE), the community
should be informed of the aims and objectives of the programme, success sofar recorded and
challenge to be faced by both the school and the community it serves.
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Agabi, O.G &Okorie, N.C. (2002). Introduction to management of change in education: a
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Agabi, O.G, Okorosaye-Orubite, Ezikiel-Hart, J. &Egbezor. D. E.(2005).
School and society. PortHarcourt: Davidstone Publishers.
Bakwai, B. (2013).
Assessment of school community relationship in secondary schools in Zamfara
state.
Unpublished research dissertation. Department of Educational
Foundations.UsmanuDanfodiyo University, Sokoto.
Bray, H. & Lillis, K. (1988).Community financing of education . London:
CommonwealthsSecretariat Pergamum Press.
Bulloch, K. L. (n.d). Home-school communications.
Retrieved March 29, 2011, fromhttp://www.educationoasis.com/instruction/bt/home-school-
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Calhoun, C; Light, D. & Keller, S. (1998). Understanding Sociology.
New York:Glencoe/McGraw HillDi Benedetto, R. & Wilson, A.P. (2006). The small school
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