Investigating How Teachers and Students of Secondary Schools in Nigeria Describe and Understand Participation in Their Educational Institution

The National Policy Education (Federal Republic of Nigeria, 2004) in Nigeria, is driven by the philosophy of education, which is based on amongst others the full integration of the individual into the community and the development of the individual into a sound and effective citizen. Consequently, the policy recognizes the importance of involvement of all key stakeholders in school improvement process. The purpose of this secondary school pilot case-study is to establish if the research design for the cross boundary study addresses the symposium questions about teachers’ and students’ participation. The justification is that, where schools are the focus of studies, most quantitative approaches produce accounts of what is going on within and across contexts, but do not give insights into in-school cultures and practices that centre on students’ and teachers’ participation in school processes. The concern is that schools are similar in structure, but may vary significantly in education community participation in school processes. The study’s findings indicate an absence of a culture of participation within the schools that facilitate building relationships between teachers and students, and the school administration. Based on the findings less opportunities and time spent on developing relationships in schools, can have serious consequences on the quality of learning and preparation of students for active participation in democracy when they transition into the real society.