School Community Relationship Research Articles

Parent–school-community relationship: a comparative study of highly effective schools and schools with low effectiveness in Andalusia

When studying an educational system, the relationship between school and parents is one of its most important components. The literature shows that highly effective schools demonstrate good parent–teacher relationships, while schools with low effectiveness are generally characterised by a lack of good parent–school linkage. The purpose of the research carried out in this article was to identify the differences between parent–school relationships in highly effective and less effective primary schools in the autonomous community of Andalusia. Twenty-five interviews with members of management teams from both types of schools were analysed in order to understand the existing school reality. The results obtained show that parental involvement, parent–school communication, the perceived needs of the parents, the parent–teacher association, the relationships with entities of the educational community and parental complaints about the school are all factors that contribute to differentiate parent–school relationships between highly effective schools and schools with low effectiveness. The conclusions reached reveal that highly effective school management teams perceive greater involvement of parents and better parent–teacher association functioning. However, the people in the schools with low effectiveness highlight the complaints they receive from parents and the needs they present.

School-Community Relations and Secondary Schools’ Development in North West, Cameroon

Purpose: This study examined school-community relationship and government secondary schools’ development in the North West Region of Cameroon. It specifically, investigated how the relationship between school leaders (principals) and the school- host communities in terms of communication and leadership attitude, determined government secondary schools’ development in Mezam Division of North West Cameroon.
 Methodology: A mixed method, sequential explanatory design was adopted in carrying out the study. A sample size of 230 government secondary school stakeholders – made up of 200 school-host community members and 30 school principals were sampled from four government secondary schools in using the Krejcie and Morgan table of sample size determination. A structured close-ended likert-scale questionnaire for school-host community members and interview guide for principals were used to collect data. Descriptive statistics (in the form of frequencies, percentages, charts and tables) and inferential statistics (the two-way ANOVA and Regression analysis) were used in analysing the data to answer the research questions and test the hypotheses.
 Finding: The regression coefficient showed that when the principal has zero school-community communication strategy, government secondary schools’ development is at 27.315. Also, when principals’ school-community communication strategy increases by one unit, government secondary schools’ development increases by 0.235. This increase is significant as indicated by F (1,198) = 17.220 with p = 0.000 (p < 0.05). The regression coefficient revealed that when the principal has zero or negative school-community leadership attitude, government secondary schools’ development is at 30.553. However, when principals’ school-community leadership attitude increases by one unit, government secondary school development increases by 0.117. This increase is significant as indicated by F (1,198) = 8.074 with p = 0.005 (p < 0.05).
 Conclusion: School-community communication and attitude have positive effect on government secondary schools’ development.
 Recommendation: The study recommend government to adopt pertinent policy measures to motivate greater and inclusive community participation in secondary schools’ development in the region. The study also recommend school leaders to offer opportunities for refreshed in-service trainings on the effective management of school-community relationship on top of creating a positive attitude and working climate with host-communities. This is important considering the critical role of school-host communities and stakeholders in not only school but educational development as a whole.

The Effects of Teacher Relationships on Student Academic Achievement: A Second Order Meta-Analysis

This study aims to determine the correlational effect sizes between teacher relationships and student academic achievement. Teacher relationships were categorized as intrapersonal and interpersonal relationship types. Intrapersonal and interpersonal relationships are directed at different individuals. Intrapersonal relations refer to the inner life and thoughts of a teacher which are effective on the way of teaching and human relations. Interpersonal relations refer to social links between a teacher and the other people of the school community. The method of the study is second order meta-analysis. In this method, effect sizes of the first order meta-analyses are combined to get an average effect size score. Totally, 17 eligible first order meta-analyses are included in the study. The findings indicate that the correlational effect size between a positive teacher intrapersonal relationship and student academic achievement is positively small, positive teacher student relationship and student academic achievement is positively medium, a positive teacher school community relationship and student academic achievement is positively at a very large level. Also, correlational effect size representing a negative teacher intrapersonal relationship and student academic achievement is negatively medium, a negative teacher student relationship and student academic achievement is negatively small. As for moderator analyses, the variance of the effect sizes is statistically significant according to the positive relationship types and the publication types. In light of the findings some suggestions were made to improve teacher and school community relations that may help teachers and students to be more successful.

학교공동체의식, 또래관계, 사회⋅정서역량과 방어행동 간의 초⋅중등 다집단 메타경로분석

Objectives The current study aimed to explore the relationship between a person and its embedded ecological systems using multi-group (primary vs. secondary) meta-path analysis. Through this, the significance of the indirect effect of social-emotional competence was determined in the path model of connecting environmental variables of sense of school community and peer relationship to defending behavior. Finally, we tested whether the mediating effect of social-emotional competence in the entire group differed by school level (primary vs. secondary). Methods A multi-group meta-path analysis was conducted on domestic academic journals (29 articles), master's and doctoral dissertations, and candidates for entry journals (28 articles) from 2007 to June 2021. Two-step processes were performed for meta-path analysis (a) the mean correlation coefficient, that is, a pooled correlation matrix was obtained using the random effect model for the correlation between each study, and (b) direct and indirect effects were examined using meta-path analyses. Results In the meta-path analysis for entire and middle school students, direct and indirect effects were significant in all paths among the sense of school community factor, the peer relationship factor, the social-emotional competence factor, and the defending behavior factor. However, in elementary school students, social-emotional competencies mediated fully the relationship between the sense of school community and defending behavior. Still, social-emotional competence did not mediate the relationship between peer relations and defending behavior. Conclusions This study confirmed that elementary and middle school students had different pathways in the model in which sense of school community and peer relationship impacted the defending behavior through individual social-emotional competence.

QUALITATIVE STUDY OF FACTORS INFLUENCING THE IMPLEMENTATION OF SCHOOL COMMUNITY RELATIONSHIP AMONG SECONDARY SCHOOL STAFF AND PARENTS IN IBADAN, NIGERIA

<p><strong>Background:</strong> School-community relationship is the presence of an intelligent connection between teaching instructors, school administrators, the community where the school is situated and parents. The success or failure of the school system, involving the (principals, teachers, students and parents) depends to a large extent, on the general educational environment of the communities and their value system. There is a dearth of studies on parents’ involvement in schools in Nigeria. This study was a qualitative study that investigated the factors influencing the implementation of school-community relationships among school staff and parents in Ibadan Nigeria. <strong>Methods:</strong> In-depth interviews were conducted with 49 participants (28 school staff and 21 parents). A multi-stage sampling technique was adopted to select the respondents from five (5) government-funded (public) schools and (2) private schools. Consent was obtained for the use of audiotapes, which were transcribed verbatim with a thematic analysis of data. <strong>Results:</strong> The majority of the participants (67.8%) were female school staff between the ages of 25-60 years. Most of the parents were females (90.7%) between the ages of 25-46 years. The level of knowledge of both the school staff and parents about the school-community relationship was limited. Despite their limited knowledge, both the school staff and parents had a positive attitude toward the school-community relationship, and the schools involved the parents in the school activities. However, poor communication, type of parents’ job/schedule, poor parent-teacher relationship were factors influencing the implementation of school-community relationships in the schools. <strong>Conclusion:</strong> This study emphasizes the importance of advocacy and policy changes that will enable school staff to be more receptive to parents and surrounding communities and to foster behavioural changes in both parents and school staff. Additionally, health promotion and education programs focusing on the importance of school-community relationships should be implemented among school staff.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0555/a.php" alt="Hit counter" /></p>

Innovative Management Strategies towards Enhanced School Community Relationship in the 21st Century

Innovative Management Strategies towards Enhanced School Community Relationship in the 21st Century

“Turning Their Back on Kids”: Inclusions, Exclusions, and the Contradictions of Schooling in Gentrifying Rural Communities

In this ethnographic case study of amenity-driven rural development, we illustrate how the school as a local institution can provide social, cultural, and educational privilege to some students while systematically withholding it from others. Rural gentrification, although representing new resources to historically struggling places, can exacerbate existing inequalities or create new ones, or both. This study not only challenges more communitarian visions of the rural school-community relationship, but also underscores the complexities and contradictions of rural development that can often inadvertently create, reproduce, or deepen social, cultural, and economic divides. These issues assume a particular saliency at a time of pronounced spatial, social, and economic division in the United States given that local institutions like public schools play vital roles in either bridging or widening these divides.

School Management Strategies and Students' Academic Performance in Twelve Years Basic Education in Rwanda

The effective management of school activities through establishment of various professional strategies plays an important role in improvement of students’ academic performance. The purpose of this study was therefore to determine the effect of school management strategies on students’ academic performance in twelve years basic education in Bugesera district in Rwanda.  The study employed correlation research design. The target population was 349 people. The sample size of the study was 187 found by adopting the Yamane formula. The study used questionnaires to collect the data. The findings revealed that supervision, peer learning, school feeding program implementation and implementation feedback and school community relationship can improve students’ academic performance. Regression analysis showed that school management strategies influence students’ performance at 64.9 percent. It was also indicated that, every increase on the influence of school management strategies on students’ academic performance increases at 46.25 percent. The study recommended that ministry of education and educational planners should provide school management facilities in Twelve Years Basic Education and effective set up that should enhance students’ academic performance. School head teachers should follow up the implementation of school management strategies daily so that students’ academic performance in 12YBE can be improved through developing students’ grades, promotion rate, school attendance and homework completion. Keywords: Management, strategies, school management strategies, academic performance and twelve years basic education 

An Assessment of the Status and Challenges of School Community Relationship in Secondary Schools of Sinan District, North West Ethiopia

School as an open system and a social organization should work on the effective interrelationship within it and with its community to alleviate school problems and to create conducive school environment as well as to enhance students result. In the study woreda the school community relationship was not assessed and the status and the determinant factors were not identified. The main purpose of this study was to assess the status and challenges of school community relationship in secondary schools of Sinan District/Woreda/, East Gojjam Zone, Ethiopia. The study employed mixed research design particularly concurrent triangulation. Data for the study were collected through questionnaire, interview, and focus group discussions. Questionnaires administered to 79 teachers who were selected through stratified random sampling technique. Focus group discussions carried out for heads and team leaders from Woreda/district/ Education Office/WEO/ in one group; 126 class monitors in eleven groups; 14 Parent Teacher Association /PTA/ members in two groups & 16 Kebele Education Training Board/KETB/ members in two groups who were selected by purposive sampling techniques. Interview questions were also administered to vice principals, principal and cluster supervisor in order to triangulate the data. The collected data were analyzed by SPSS using mean, standard deviation and one sample t-test. The findings of this study revealed that there was low participation of the community in school management; in resources contribution; and in participating in the instructional issues. The school community relationship was influenced by lack of knowledge and awareness; shortage of resources and by negative attitudes of the community towards education and lack of conducive environment to engage communities. To solve the problems: Improve/update/ the competency of the existing school management bodies; principals should establish strong coordination with educational stakeholders; adequate awareness should be created for the community about the benefit of education and school principals should create conducive school environment to engage the community.

HEADTEACHERS’ ADMINISTRATIVE DUTIES AND TEACHER JOB PERFORMANCE IN PUBLIC JUNIOR HIGH SCHOOLS AT AGONA SWEDRU, GHANA

<p>The study investigated the relationship between headteachers’ administrative duties and teacher job performance in public Junior High Schools at Agona Swedru in the Agona West Municipality of the Central Region of Ghana. This study adopted the quantitative correlational research design. Teachers in all public Junior High Schools at Agona Swedru in the Central Region of Ghana, formed the target population, while the accessible population covered all teachers in public Junior High Schools at Agona Swedru who had spent at least a year in their respective schools. Simple random sampling technique was used to obtain 70 teachers whose responses to items in closed-ended questionnaire were used for the analysis for this study. One significant finding was that the headteachers performed all the administrative duties outlined in the study even though they predominantly performed the duty of school-community relationship. Generally, the performance of the teachers was very good with discipline and punctuality recording the highest mean. Again, a strong positive and significant relationship between administrative duties of headteachers and teacher job performance was established. Among the recommendations is that the Education Directorate in the Agona West Municipality should organise in-service training for headteachers of public Junior High Schools at Agona Swedru to enable them to improve on their administrative duties to influence teacher job performance. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0973/a.php" alt="Hit counter" /></p>

An Assessment of School-Community Relationship in the Public Secondary Schools of Khyber Pakhtunkhwa, Pakistan

Human relationships directly influences the success of educational organization and therefore, constructive partnership of instructors, administrators, heads, and students is required to ensure the efficient achievement of academic goals. Keeping in view the significant influence of school-community relationship on schools’ performance, the study investigated school-community relationship in secondary schools of Khyber Pakhtunkhwa, Pakistan. The objectives of the study were to explore school-community relationship in secondary schools and recommend strategies for effective school-community relationship. The study used mixed methods explanatory sequential design. The population of the study were all the 361 heads of secondary schools in KhyberPakhtunkhwa. A sample of 65 heads was selected with simple randomly, while for qualitative data 10 heads were selected. Data were collected with self-developed questionnaires and semi-structured interview guides. Quantitative data were analyzed with percentages and chi-squaretest while qualitative data were analyzed thematically. The study found that school-community relationship was not friendly as didn’t collaborate with school administrators and teachers, parents, community, PTCs, and BOGs were not cooperative for schools,educational authorites at district and provincial level didn’t satisfy the needs of the school and political leaders and their influence destroyed the environment of school for learning. The study recommended active community participation in affairs of the school, friendly attitude of authorities and supportive role of policy makers for the betterment of school-community relationship in secondary schools.Keywords: assessment, Khyber Pakhtunkhwa, Pakistan,relationship, secondary schools

An Assessment of School-Community Relationship in the Public Secondary Schools of Khyber Pakhtunkhwa, Pakistan

Human relationships directly influence the success of educational goals. As a result, a constructive partnership with instructors, administrators, heads, and students is required to achieve academic goals. It has been observed that good relationships among teachers, students, heads, parents, and the community decide a school's performance. As a result, the study aimed to investigate human relationship issues and their effects on school success to change the situation in the future. The study's participants were all heads of (GHS) Schools in Pakistan's Khyber Pakhtunkhwa province. The researcher used convenience sampling techniques to pick 65 heads from all GHSS in Malakand Division for the sample. Since it was a mixed approach study, a Likert-style questionnaire was used to collect quantitative data. A semi-structured interview guide was used to collect qualitative data from the purposefully chosen ten school heads. SPSS was used to tabulate and interpret the data, which was done using percentages and the Chi-square test.The bulk of students, according to the study, do not collaborate with school administrators. The analysis also found that parents, communities, PTCs, and BOGs are not entirely cooperative. Higher authorities do not perform their duties to the complete satisfaction of secondary school principals. In contrast, political influence has uprooted and ruined the whole educational structure. As a result, the study suggested that prominent representatives of the group (Khan, Malak, Pesh Imams) be welcomed to schools regularly to encourage parents and community members to cooperate and share school concerns and concerns with them. The Ministry of Education should include daily training and workshops for principals, BOGs, and PTCs to develop their leadership skills and increase community awareness and interest in school management issues. They will establish a sense of ownership as a result, and they will play an important role in the growth of organizations.

Possiblidades para a presença da cultura caiçara em escolas do litoral paulista

Neste artigo, desenvolvemos um estudo sobre a inclusão de temáticas relacionadas à cultura caiçara no Projeto Político-Pedagógico de escolas do litoral paulista. Embora haja um amplo espectro de pesquisas acadêmicas, observamos que há poucos materiais voltados ao universo escolar que versam sobre o sujeito e a cultura caiçara. A discrepância entre produção didática e produção acadêmica, somada à importância da valorização da diversidade étnico-cultural presente na Base Nacional Comum Curricular (BNCC) nos levou a desenvolver esta pesquisa. Portanto, nosso objetivo é traçar considerações a respeito da escassa presença de temáticas relacionadas à cultura caiçara em planos pedagógicos e matrizes curriculares, contrariando a legislação atual no que se refere à relação escola-comunidade. Para tanto, desenvolvemos um trabalho de abordagem qualitativa, centrado em estudo bibliográfico. Serviram de base para as reflexões, os estudos sobre cultura caiçara realizados por Adams (2000), Diegues (2004), Marcílio (2006) e Sanches (2004) e os trabalhos de Veiga (2001), Santiago (2001), Moreira e Candau (2007), Candido e Gentilini (2017), e Ferreira (2015) a respeito do Projeto Político-Pedagógico, do Currículo e da Base Nacional Curricular (BNCC). As reflexões levantadas buscam, sobretudo, mostrar os principais entraves para a não difusão da cultura caiçara no âmbito escolar. A consciência de tais barreiras pode gerar, como resultado, uma postura mais inclusiva por parte da comunidade escolar em relação à preservação da memória cultural e da identidade social dos sujeitos que integram as comunidades locais.

Frequency of Oral Impacts on Daily Performances and Dental Pain Among Indigenous Adolescents of Himalayas (Leh, Ladakh): A Cross-Sectional Study.

Psychosocial impacts on quality of life among adolescents with access to affordable dental care is not well documented. In addition, dental pain is accelerating towards a public health problem that needs immediate attention. The objective was to determine impacts on quality of life using the Oral Impacts on Daily Performances (OIDP) frequency scale and to determine prevalence of dental pain with its impact. A total of 288 students (mean age 15.72 ± 1.5) completed the survey instrument (sociodemographic variables, consumption of chocolates/candies, perceived need for dental care, history of dental pain in last 6 months and OIDP frequency scale) designed to measure subjective oral health indicators. Mean OIDP simple count scores were analysed using logistic regression and additive (ADD) scores for dental pain were compared using student's t test. The response rate was 96%. About 44.4% reported impacts affecting daily performances. About 11.4% consumed tobacco and 92.7% consumed forms of refined sugars. About 39% perceived a need for dental care and 32.3% experienced dental pain with problem in eating and cleaning teeth. Those not perceiving a need for dental care were more likely to have an impact (OR: 2.3; CI: 1.2-4.4). Males had higher OIDP ADD scores for dental pain than females (p = 0.015). Overall impact was less than 50%. Dental pain was reported among students with access to dental care with impacts on eating and cleaning of teeth. Oral health promotion needs to be reinforced by strengthening school community relationship.

A structural equation model of principals communication patterns, funds management and school-community relationship

Recent studies tend to explain the importance of communication in the organisation as well as prescribing the most commonly practised techniques adopted by school managers. Studies on financial management are quite limited with the available ones suggesting that poor financial management is a source of conflict between school leaders and host communities. Little seems to be known on the connection between principals’ communication patterns and funds’ management as predictors of school-community relationship. This study builds on existing studies and appears to be the first to assess the linkages between principals’ communication patterns, fund management practices and school-community relationship based on empirical rather than subjective data. A structural modelling approach was adopted to examine the nexus using quantitative primary data obtained from a random sample of 2108 respondents. A questionnaire which was designed and validated by the researchers served as the data collection device. Collected data were subjected to Exploratory and Confirmatory Factor Analyses, as well as Multiple Regression Analysis. Findings revealed various significant communication, funds management and school-community relationship practices that are available for adoption. However, it was found that the extent to which principals utilised such practices were below expected minimum standards. It was also found that there were no significant partial and composite effects of principals’ communication and funds management practices on school-community relationship (SCR). Based on these results, relevant theoretical, policy and practical implications are discussed.

Quest for Mutual School-Community Relationship In Nigeria: The Critical Centrifugal Forces

<p>Mutual school-community relationship is imperative in the educational system due to the associated benefits. One of the purposes of establishing a school is to serve the immediate community. A community also needs to monitor and supervise the schools located within it, attend to their needs, challenges, as well as monitor their progress, so that there will be effective management of the schools while the set objectives can be achieved. In this paper, critical forces pulling schools and communities apart (i.e. centrifugal forces) in Nigeria, such as theft of school properties, encroachment into school’s land/territory, interference in school’s activities, invasion of school by hoodlums, ritual killings, and obstruction of movement of staff, indiscipline of pupils/students and teachers, as well as the apathy of school to community’s activities, are examined. To tackle the forces and achieve mutual school-community relationships, all hands must be on deck, particularly, by the parties to the school and community relationship. In this case, non-apathy of school to community activities, prevention of theft of school properties, non-interference of community members in school affairs, non-interference of parents and community in school affairs, among others, are recommended</p><p><em>Hubungan antara sekolah dan masyarakat sangat penting dalam sistem pendidikan karena manfaat yang ada di dalamnya. Salah satu tujuan pendirian sekolah adalah untuk melayani masyarakat yang berada di sekitarnya. Masyarakat juga perlu memantau dan mengawasi sekolah-sekolah yang berada disekelilingnya, memperhatikan kebutuhan mereka, tantangan, serta memantau kemajuan mereka, sehingga akan tercipta manajemen sekolah yang efektif sementara tujuan yang ditetapkan juga dapat tercapai. Tulisan ini menganalisa kekuatan kritis yang memisahkan antara sekolah dan masyarakat (yaitu kekuatan sentrifugal) di Nigeria, seperti pencurian properti sekolah, gangguan lingkungan sekolah, campur tangan dalam kegiatan sekolah, invasi sekolah oleh preman, ritual pembunuhan, gangguan akan aktivitas staf sekolah, ketidakdisiplinan siswa dan guru, serta sikap apatis sekolah terhadap kegiatan masyarakat. Untuk mengatasi kekuatan tersebut dan mencapai hubungan timbal balik sekolah-masyarakat, semua pihak harus bersinergi, terutama pihak-pihak sekolah dan hubungan dalam masyarakat. Sebagai solusi, ada beberapa kegiatan yang direkomendasikan, diantaranya tidak apatisnya sekolah akan kegiatan masyarakat, pencegahan pencurian properti sekolah, tidak adanya campur tangan anggota masyarakat dalam urusan sekolah, tidak adanya campur tangan orang tua dan masyarakat dalam urusan sekolah</em></p>

Teacher participatory decision-making in schools: A pre-requisite for democratic governance in Ghanaian second cycle educational institutions

Participatory decision-making in schools has been identified as a key tool for improving teachers* professional development. However, not much has been done in terms of scientific research to find out the nature, level and areas of teacher participation in making school decisions. Therefore, this study sought to establish the areas and ways of involving Senior High School teachers in decision-making in schools in the Mampong Municipality. The descriptive survey design was adopted for the study. The purposive and stratified sampling techniques were adopted to select the participants for the study. Questionnaires were used to collect data from 252 randomly selected professional teachers. It was observed from the study that teachers were always involved in curriculum and instructional activities and occasionally engaged in school operational activities and decisions that promoted school-community relationship. However, teachers were never involved in decision making on student admission and placement, staffing and financial matters. Teachers were involved in school decision-making through delegation, school meeting, school Board of Governors, and school committee systems. It is, therefore, recommended that the heads of schools should decentralise decision-making in their schools to allow greater teachers’ involvement in decision-making.

PREDICTING STUDENT’S CHOICE OF HOSTEL: AN APPLICATION OF MULTINOMIAL LOGISTIC REGRESSION

Choice of hostel is a crucial decision to every student in tertiary education institution in Ghana. Government hitherto provides hostels for students, but due to limited resources of the state, private sector investors now support government. This creates an opportunity for students to decide which hostel to choose. Student’s choice of hostel is influenced by several factors, but this study focused on only student’s background variables. The study used multinomial logistic regression to predict student’s choice of hostel in Ghanaian polytechnics. A simple random sample of 300 students was selected from Bolgatanga Polytechnic for the study. The selectedstudents responded to a questionnaire that sought data on their background variables. The data was analyzed using SPSS Version 16.0. The results showed that male students exhibit significant preference for Local House to Private Hostel than female students. Significance preference was also shown for Private Hostel and Polytechnic Hostel to Local House by students with literate mothers. In addition, students from low income families also show significant preference for Local House to Private Hostel than their fellows from high income families. The results further established another significant prediction that students who have relationship problems withother students prefer Local House to Private and Polytechnic Hostels. The study recommends that management should consider students with illiterate mothers in Polytechnic Hostel first and also strengthen school-community relationship since some students prefer Local Houses to Polytechnic and Private Hostels.

Management and Leadership Issues in Secondary Schools in Enugu East Local Government Area of Enugu State.

Management involves a sequence of coordinated events such as planning organizing, coordinating and controlling in order to use available human and natural resources at the disposal of the manager to achieve desired goals. In this paper an attempt was made to look at the various functions of the Principals and their leadership skills in managing the pupil, teaching and community personnel at his disposal and the available material resources to achieve success in the school system. The Principal primary aim is to maintain and promote curriculum and instructional development, school community relationship, pupil personnel management, staff personnel management, physical facilities management and financial management and school business. It is the Principal that gives directive to policy implementation and ensure that the achievement of the set objectives is maintained.

School-Community Relationship and School System Effectiveness in Secondary Schools in Cross River State

This study assessed school-community relationship and school system effectiveness in secondary schools in Cross River State. Four null hypotheses were formulated accordingly as guide to the study. The study adopted descriptive survey research design. A total of 1,480 academic staff which comprised 271 principals, and 396 vice principals selected through census technique, and 813 teachers selected using simple random sampling technique, were used to elicit data for the study. “School-Community Relationship and Secondary School System Effectiveness Questionnaire (SCRSSSEQ)” was used as instrument for data collection. Collected data were analyzed using descriptive statistics, while the null hypotheses were all tested at .05 level of significance using Pearson Product Moment Correlation with the aid of SPSS version 21. Findings from the study revealed that: parent-teachers’ relationship, school-community use of resources, school-community communication and school-community collaboration are significantly related to secondary school system effectiveness respectively, in Calabar Municipal Area of Cross River State. It was concluded that generally that school community relationship has significant relationship with school system effectiveness respectively. Based on the findings of this study, it was recommended among others that; principals should setup active parents’ teachers’ associations in their schools with leaders of the association comprising of community members and staff of the school. This will serve as a link that binds the school to the community and will create a platform for discussing and settling disputes.