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IKE AUGUSTINA OBIAMAKA PG/Ph.D/11/58800

SECURITY MANAGEMENT SITUATIONS IN PUBLIC

SECONDARY SCHOOLS IN NORTH CENTRAL ZONE OF

NIGERIA

FACULTY OF EDUCATION

DEPARTMENT OF EDUCATIONAL FOUNDATIONS

Ebere Omeje

Digitally Signed by: Content manager’s Name DN : CN = Webmaster’s name O= University of Nigeria, Nsukka OU = Innovation Centre

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TITLE PAGE

SECURITY MANAGEMENT SITUATIONS IN PUBLIC SECONDARY

SCHOOLS IN NORTH CENTRAL ZONE OF NIGERIA

BY

IKE AUGUSTINA OBIAMAKA

PG/Ph.D/11/58800

A THESIS PRESENTED TO THE DEPARTMENT OF EDUCATIONAL FOUNDATIONS, FACULTY OF EDUCATION, UNIVERSITY OF NI GERIA

NSUKKA IN FULFILMENT OF THE REQUIREMENTS FOR THE AW ARD OF THE DEGREE OF DOCTOR OF PHILOSOPHY (Ph.D) IN EDUCAT IONAL

ADMINISTRATION AND PLANNING.

SUPERVISOR: PROF. DAN. ENYI

JUNE, 2015

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APPROVAL PAGE

This thesis has been approved for the Department of Educational Foundations,

University of Nigeria Nsukka.

By

____________________ _______________________ Prof. Dan Enyi External Examiner

Supervisor

_______________________ _______________________ Internal Examiner Dr. D. U. Ngwoke

Head of Department

__________________________ Prof. Ike Ifelumi

Dean of Faculty

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CERTIFICATION

Ike Augustina Obiamaka, a post-graduate student of the Department of

Educational Foundations with registration number PG/Ph.D/11/58800 has satisfactorily

completed the requirement for the degree of Doctor of Philosophy in Educational

Administration and Planning

The work embodied in this thesis is original and has not been submitted in part or

full for any other Degree of this or any other University.

___________________________ ______________________

Ike Augustina Obiamaka Prof. Dan. Enyi PG/Ph.D/11/58800 Supervisor

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DEDICATION

This work is dedicated to my precious babies Chidimma Precious and Goodluck

Blossom Sochima Ike.

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ACKNOW LEDGEMENTS

The researcher is grateful to the almighty God, who by His infinite grace and

mercy kept her alive and enabled her to complete this study. Her gratitude goes to the

supervisor, Prof. Dan. Enyi, for his professional guidance, careful and thorough

supervision of this work.

The researcher is also grateful to Prof. Nelson Ogbonnaya, for his fatherly advice

and encouragements. Dr. (Rev.) Ejionueme, for taking his time to go through the work

several times and for the corrections. Dr. Christopher Ibenegbu, for taking time to read

the work and for analysing the data. She is also grateful to her senior brother Barrister

Emma Achukwu for his financial assistance, Mr Chijioke Achukwu for his prayers and

encouraging words. Miss Queen Okoyefi, who devoted time to go to Abakalike to submit

and collect the corrections from my supervisor, Peter Avakaa, Adorough Emmanuel for

typing the work and setting on computer.

The researcher remains eternally grateful to her husband Pst. Chris Anayo Ike, her

precious baby, Precious Chidinma Ike and her lovely son, Blossom Goodluck Ike for their

prayers and endurance throughout the period she was away for the study.

To God be all the glory.

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TABLE OF CONTENTS

Page

TITLE PAGE I

APPROVAL PAGE ii

CERTIFICATION iii

DEDICATION iv

ACKNOWLEDGEMENTS v

TABLE OF CONTENTS vi

LIST OF TABLES ix

APPENDICES x

LIST OF FIGURES xi

ABSTRACT xii

CHAPTER ONE: INTRODUCTION

Background of the Study 1

Statement of the Problem 13

Purpose of the Study 14

Significance of the Study 14

Scope of the Study 16

Research Questions 16

Hypotheses 17

CHAPTER TWO: REVIEW OF LITERATURE

Conceptual Framework 19

Concept of Management 19

Concept of Security Management 21

Concept of School Security 24

Concept of School Plant Security 30

Concept of emergency plans 35

Concept of Staff Security 39

Concept of Learners Security 40

Concept of Security Prevention Measures 43

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Conceptual Schema 54

Theoretical Framework 56

Invitational theory 56

School climate theory 59

Maslow’s theory 62

Review of Empirical Studies 65

Studies on security devices available in Public secondary schools 65

Studies on emergency response plans in place in Public secondary schools 67

Studies on what school management should put in place for security of staff in

public secondary schools 69

Studies on arrangements to be put in place for improving security of learners in

Public secondary schools 70

Studies on measures to be put in place for improving security of school

plants in Public secondary schools. 75

Studies on security threats prevention strategies needed in public secondary

Schools 80

Summary of the Literature Review 82

CHAPTER THREE: RESEARCH METHOD

Design of the Study 84

Area of the Study 84

Population of the Study 85

Sample and Sampling Technique 85

Instrument for Data Collection 86

Validation of the Instrument 86

Reliability of the Instrument 87

Method of Data collection 87

Method of Data Analysis 87

CHAPTER FOUR: PRESENTATION OF RESULTS 88

Summary of the Findings 101

CHAPTER FIVE: DISCUSSION, CONCLUSION, IMPLICATIONS AND

RECOMMENDATIONS

Discussion of Results 103

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Conclusions 110

Educational Implications 111

Recommendations 108

Limitations of the Study 112

Suggestions for Further Study 114

Summary of the Study 114

REFERENCES 117

APPENDICES 135

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LIST OF TABLES

1. Frequencies (F) and Percentages (%) of respondents on available devices for improvement of security situation in public secondary schools. 88

2. Frequencies (F) and Percentages (%) of respondents on available emergency response plans to be put in place to improve security in public secondary schools 89

3. Mean ( ) and standard deviation (SD) rating by the respondents on ways of improving security of staff in public secondary schools 90

4. t-test on principals and teachers response on improving staff security 91

5. Mean ( ) and standard deviation (SD) rating by the respondents on arrangement on improving security of students in public secondary schools 93

6. t-test on measures for improving leaners security 95

7. Mean ( ) and standard deviation (SD) rating by the respondents on security measures that should be adopted in managing school plants 96

8. t-test on measures for managing security of school plants 97

9. Mean ( ) and standard deviation (SD) rating by the respondents on security threat prevention strategies 98

10. t-test on security threat prevention strategies 100

X-

X-

X-

X-

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APPENDICES

A. Validation of Instrument 135

B. Instrument for Data Collection 138

B1 Available devices for the improvement of security situations in the public secondary schools 138 B2 Available emergency response plans for managing security threats in public secondary schools 139

B3 Ways of improving safety and security of staff in public secondary schools 139

B4 Measures for improving students’ safety and security 140

B5 Measures for managing safety and security of school plants in public secondary schools 141

B6 Security threat prevention strategies needed in public secondary schools 142

C. Total number of State, Local Governments, Educational Zones and Teachers in North Central Zone. 143

D Sample and Sampling Techniques 144

E. Comments of experts on the instrument 145

F. Reliability of the instrument 148

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LIST OF FIGURES

Figure 1: Conceptual Framework 54

Figure 2: Theoretical Framework 63

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ABSTRACT

Most school environments no longer provide the security required for effective teaching and learning. Today, security issue has become a major challenge in our educational institutions. Consequently, this study set out to explore ways of improving security situations in the North Central Zone public secondary schools. The study was a descriptive survey study, involving 1,188 respondents, made up of 176 principals and 1012 teachers from 352 public secondary schools in North Central Zone. Two instruments were used to collect data for the study, namely: Check list on available devices for improving security situation in public secondary schools and a four point scale Questionnaire on improving Security Situation in Public Secondary Schools. (QSSMPSS). Five research questions and four null hypotheses guided the study. A descriptive analyses of frequencies and percentages was used to answer the six research questions while t-test comprising Mean and Standard deviation to answer the research questions while t-test was used to test the hypotheses at 0.05 level of significance. Also to draw conclusion on whether there is a significant difference between the response of principals and teachers, ANOVA sum of square (which measure the variation around mean) was used focusing on difference between. The result showed among others that some security devices for the improvement of security situations as well as the emergency response plans for managing security in public secondary schools were not available in most schools. The findings of the study also indicated that it is acceptable to have staff and student identity cards, staff code of conduct and conflict resolution management programmes to help the staff as well as the students know how to resolve their disputes. The respondents agreed too that there is need to have constant searches of student’s lockers and boxes to seize weapons and dangerous objects from the students. Based on the findings and implications, it was recommended that the schools should purchase security devices such as closed circuit television, sprinkler system to control fire damage and metal dictator, build burglary doors and iron bars. It was also recommended that emergency response plans for managing security threats such as holding emergency PTA meetings, taking occasional roll calls of the students, constant maintenance of school facilities, employing trained security personnel and provision of up to date emergency response equipment should be adopted. There should also be constant student drills on safety and security matters, constant searching of student lockers and boxes to seize weapons and contraband materials. It was also recommended that there should be measures for managing the security of the school plant such as having crises response team for emergencies, having constant school site survey, building safety expectation into the school programme and having a model school security plan. Also, the management need to have perimeter fencing of the school environment and employ trained security personnel to keep the school secured.

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CHAPTER ONE

INTRODUCTION

Background of the Study

The management of security is paramount to the effective management of schools

and it is an issue that has attracted a great deal of attention and concern from learners,

educators, parents, and the public at large. Management is viewed as the coordination of

all the resources of an organization, through the process of planning, organizing, directing

and controlling in order to attain organizational goals (Ogunu, 2009). Management is a

vital function of school administration. The school principal has to plan, organize, direct,

control and evaluate staff and material resources to achieve the objectives of the school.

The Education Board with the school managers have multiplicity of functions to

perform such as arrangement of students and grouping of activities into units to make for

utilization of material resources in carrying out functions. Some of the functions are

planning curriculum, organizing procedures and resources, arranging the environment,

monitoring students’ progress, protecting the students and providing security for the

school facilities and stakeholders. They must be concerned not only with the quality of

instruction, but also with the maintenance of safety and security in the school. Michele,

Water, Susan, and Atartins (2007) stated that the school principal works to make school

experience humanized so that the students could feel connected, valued and motivated to

learn and achieve the school objectives. They further said that the principal has to

endeavour to improve the school environment so that the teachers could feel confident,

respected and safe. This proves a well-managed school with a good social climate. A

well-managed school begins with thorough advanced planning by the head of the school

and the teachers, to ensure that the teachers have adequate knowledge of their subjects

and those security needs of the students and staff are guaranteed.

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School security management is the plan for the protection that is given to the

stakeholders within the school, learners, educators and managers from crime and

accidents, by means of well-drawn policies which should be well managed (Trump,

2010). The school is an organisation that needs to have planned safety rules and

regulations to protect its components so that the culture of learning and teaching is

enhanced. According to Stephen (2004), school security management refers to strategies

and procedures required to co-ordinate the diverse activities of the institution in order to

achieve safety. One of the important duties of the school manager is to ensure that safety

programmes are implemented and that necessary steps are taken whenever situation arise

which could be potentially dangerous (Bucher and Manning, 2005). School Management

is supposed to manage school security as one of its priorities and also ensure that there is

adequate security in the school environment. Managing school security is done by means

of policies and programmes which will embrace all stakeholders.

Security has been defined as the degree of protection against danger, damage, loss

and crime (Dwyer and Osher, 2000).Also, Orpinas, Home and Staniszewsk (2003)

defined security as a form of protection where a separation is created between the assets

and the threat. Security is the precaution taken to safeguard an environment from

impending danger or injury. It is a measure taken to prevent dangers and threats. These

are the measures taken to make the school environment safe. A place where there is

security is a place of safety, (Haughton and Metcalf, 2000). The evidence of a secured

school is the existence and execution of security plans which are well drawn policies of

protection that should be given to the stakeholders within the school, be it learners,

educators and managers. Security in school can be explained as a situation where students

and educators are not exposed to any form of danger or risk of physical or moral

aggression, accident theft or detoriation. According to Campbell (2007), school security

are the strategies and procedures required to coordinate the diverse activities of the

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school, protect and manage school violence, reduce security risks and ensure that the

school environment is safe for teaching and learning.

Security is supposed to be a major factor in the design and sitting of any new

school building. Although many of the schools were not designed with security in mind,

their security can still be put in practice. The implication of this is that security concerns

of schools are to be considered before citing schools to ensure that school buildings are

properly erected, and properly organised in terms of spacing in order to reduce risks to

lives of students. The security of the learners is supposed to be compared with the

security of educators because they also tend to be victimized by those learners and the

people who intend to attack the entire school.

School security is the establishment and maintenance of protective measures that

ensure a state of inviolability from hostile act or influences (Aryu, 2000). This is to say

that security measures are to be reinforced to keep the school stakeholders and the

environment free from harm and danger. Creating and maintaining secure environment

needs clear understanding and management by all stakeholders. They school know what

the school has to do to enhance the security and the steps to take in the face of

emergency. According to Stephen (2004), it is essential that scholars and members of

staff feel safe at school and it is for this reason that schools should have security plans in

place which would be revised regularly. School with clear norms and expectations, fair

procedures and the involvement of members of the community (educators, parents,

learners, principals, administrators and community service) are less likely to experience

high level of security threats (Asmal and Tshwete, 2000).

School remains one of the safest environments for children. However, in far too

many schools, a lack of respect for the authority of teachers and other in disciplinary acts

threatens the employees as well as the rights of other students and in turn affects quality

education. Increasingly, students are victimised in school by fellow scholars, educators as

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well as insurgency. In Chibok, a town close to the boundary between Bornu and

Adamawa States of Nigeria, Ndahi on the 16th of April 2014 reported how the gunmen

invaded and abducted more than 200 senior secondary school girls from the school

compound. Such security threats need to be defined, acknowledged and prevented. If

something drastic is not done, the existing security threats such as terrorism, bombing,

armed insurgency robbery and lack of property physical security facilities like fences,

good security personnel could spiral out of control, leaving large number of students

fearful, injured and deceased.

There are reasons for concern in the study of improving security situations in

North central zone of Nigeria because of the escalating cases of security threats

undermining the security of the school communities thereby creating a climate of

insecurity and fears which impairs the purpose of the school. Certain cases exist to

illustrate the need for implementing security measures so as to keep schools secured.

There are problems of terrorism, bombing and Boko-Haram massacres in Nigeria. In

Abuja, the capital city of Nigeria, Akintokumbo (2011) reported that there have been four

terrorist attacks in Abuja since 2010; the first was bombing of students at the stadium on

Independence Day celebration while the second and the third were in police and army

barracks. In all these bombings, schools were burnt and many students killed. In Yobe

state of Nigeria, Ndahi 2014 reports “ several students and staff of Federal Government

College in Bumi Yadi of Yobe state were feared death while others were abducted by

gunmen suspected to be members of the Boko-Haram” The gunmen also set ablaze many

structures in the school and dead bodies of some students were burnt beyond recognition.

This indicates that there is a great challenge facing public secondary schools in North

central states.

Last year, Guba town in North Central zone of Nigeria witnessed a deadly attack

on a college where over 40 students were killed. According to Ndahi (2014) the gunmen

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numbering more than 50 invaded the school in the early hour of Tuesday 14th of May at

about 1: 30 am where they had a field day without being confronted by security agencies.

He further reported that, that was the fourth attack on a secondary school since the

inception of the Boko-Haram sect.

Communal crisis is another security threat that affects public secondary schools in

North Central Zone. Speaking on the Jos crises, Patience and Onoja (2013) reported how

hundreds of people were killed in Wuse Local Government Area following a clash

between Torah and Fulani herdsmen. Several houses were set ablaze including school

buildings and other school valuable properties. Currently, there is an on-going crisis

between the Tivs and Fulanis along the borders of Benue state. Ndahi (2014) reported that

many have been killed, more than hundred houses including school buildings burnt down

and many students displaced.

Another incidence that has threatened public secondary schools in the North

Central Zone was flooding. Onuamanan (2012) reported recent flood that took place in

Jos, Plateau State. According to him, more than two hundred persons were displaced

because their houses including school building were swept away. According to Ejembi

(2012), water was released from Ladgo dam in Cameroon and it caused a lot of havoc in

Benue State. Over seventy persons were rendered homeless while many houses and

schools were submerged. In Benue, the case of unsafe and improperly secured school

environment was reported. According to Orhungur (2003), a clash sometime ensued

between the students of Government College and Command Secondary School both in

Makurdi, Benue State. As a result of the clash, 15 students were seriously injured while

properties worth millions of naira were destroyed. A 15year old girl in Government Girls

High School in Gindiri, Plateau State was stabbed nine times in the chest and back by a

fellow learner over the issue of boyfriend palaver. He also reported of how 6 boys

between the ages of 16 and 17 in Government Secondary school Kadarko of Nasarawa

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State were arrested on the school premise for the possession of illegal substance and guns

when the school security officers conducted a search in the student’s hostels. One will

ask; where were the security personnel, how trained and armed were guards to face

threats? And where did the students get machetes and other weapons for the clash? These

indicate the extent of security lapses which are found in public secondary schools.

Circumspect analyses of the mentioned incidents indicate that schools are insecure

and the perpetrators of violence in schools come from within and outside schools

(Masitsa, 2011). They include learners, parents of learners and gangs or individuals from

communities. They target learners, educators, principals and security guards. They even

destroy school buildings.

When examining the causes of school security threats, it is important to take into

account the climate of school. Merrow (2004) posits that a positive school climate have

been associated with fewer behavioural and emotional problems in students. In addition,

specific researches on the climate of the school indicate that a positive, supportive;

culturally conscious school climate can significantly shape the degree of academic

success in schools (Paine, 2006). Furthermore, Mac Envoy and Welker, (2000) posit that

where the school climate is not positive, there will be many threats which will adversely

affect the academic work of the school. Many researchers like Khoury, Astor and Zena

(2005) have tried to identify some of these security threats which can disrupt school

programmes. They maintained that demographic factors such as sizes school, level of

poverty, neighbourhood crimes and locations of schools can give rise to many threats to

the school community. Mastisa (2011) stated that school crime is more apparent in large

schools than in smaller schools. According to Xaba (2006), school location impinges on

school safety; schools located at the heart of the cities are more prone to violence than

schools in isolated areas. According to Xaba, the reason for this is that the endemic

crimes and crises in the cities will always spill into the schools. Drug dealers on the other

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hand see schools as untapped market for their business, of selling drugs to learners, thus

making advantages of their curiosity and immaturity (Hosken and Barley, 2005).

There are different types of security threats which educators, managers and

parents are faced with in secondary schools. According to Bucher and Manning (2003),

these threats need to be addressed by all stakeholders in education including other

organisations and government departments. Some of the threats are bullying which can

take a variety of forms. Some are direct and physical hitting, tripping, taking belongings;

some are direct and verbal, name calling and taunts. The problem of bullying needs the

attention of both educators and parent. Another threat is gangersterism in secondary

schools. This is a problem that emanates from communities and overlaps into schools.

Schools tend to be the meeting point for gangster who were nurtured and groomed in the

town (Lawton, 2006).

Apart from the above mentioned security threats, there are many other threats like

robbery, theft, arson, extortion, strike actions, hate crimes, demonstrations and rumours

(Gauster, 2003). There are other factors to which can lead to poor security in schools and

consequently violence and vandalism. According to Xaba (2000), the following factors

are associated with schools having high security threats:

Large classrooms and particularly lack of personal attention, systematic classroom and class discipline, arbitrary and unnecessary punitive enforcement of rules can also contribute to student crime. The school’s reward system, that is, schools whose reward system become unfair or not available, where the curriculum and institution do not satisfy the needs of learners especially in secondary schools and colleges ( p:12).

Although violent behaviours seem to be impinging on security threats to

secondary schools in Nigeria, Ajayi (2007) explained that there are other security

threatening issues that secondary schools face. To him, the past decades have witnessed

numerous tragic events in all part of the world. Recent event of children’s death due to

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building collapsing, fire accidents and stampedes bring to light the need to be continually

vigilant to ensure the security of students and staff in schools. Sprague, and Walker

(2004) stated that the event of Kumbakoram fire tragedy which took the lives of 93

children reiterates the need to have school building level of emergency preparedness and

response plans. It also reported the destruction twin tower in New York. About 3000

students were evacuated from the collapsed building while many students inhaled the

toxic dust from the collapsed building.

Amongst the public facilities, school children are among the most vulnerable

groups in disaster. Fukumi (2008) stated that a large number of municipal and privately

managed schools operate in various urban centres, many of which are exposed to various

urban hazards. Further addition to the vulnerability, is the improper citing of these

buildings. Inadequacies in the structure and lack of preparedness measures can have

disastrous consequences in the event of earthquake. School security threats are more

common when there is no proper management of the physical environment of the school,

many hazards are bound to occur which can harm members of the school community.

According to Ani cited in Maduagwu (2006), such unsafely conditions emanate from

outlived school buildings, outlived flowers with wild branches, bushes around the school,

the broken classroom room floors, practical equipment in laboratory and damaged school

equipment.

The security of staff, students, and every member of the school community has

become an issue of concern which needs to be addressed. According to Netshitahaime

and Van (2002) and De wet (2003), for schools to be safe environment, they should have

safety programmes and preventive strategies should be implemented by all relevant

authorities. De Wet (2003) maintains that the availability of drugs and alcohol are seen as

the main causes of violence in public secondary schools. He further stated that for

learners to overcome such security threats, the co-operation of teachers in schools,

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government, law enforcement agencies and communities are required. Vogel (2003) in

agreement with De Wet stated that creating safe school environment involves designing

various safety awareness programmes and strategies as well as mobilizing school support

networks. Principals ought to have knowledge and understanding of relevant legislation

and skills to implement those legislations and policies.

To help create a safe ,attractive and secure school environment, Stewart (2006)

posits that schools have to enhance the physical security The school has to develop some

security devices, plans, train staff and implement systems such as video surveillance

cameras, physical access controls , paging and radio systems. According to Trump

(2012), to ensure security in the school compounds, placing cameras throughout the

school buildings will allow the personnel to see and possible video tape more motion of

anyone within the camera field view will be of a great advantage to monitor the school

environment. There should also be computer assisted design programmes in 3-D format

that can map how many people that are in a room or at a particular location.

There has been more improvement on the security devices to keep school

compound secure. Spragne and Walker (2005) explained that before now, school

resources officers who are away from office, the patrolling the school environment are

not immediately aware of the intruder because video on the breach is available only on

one console in the security office. With the new device, getting quick information of what

is happening within the school environment will be faster as the right kind of radio

system available. In view of this, Spragne and Walker (2005) suggest that schools should

go for “Cisco physical security system, which uses a Cisco IP video surveillance camera

to detect motions near the fence and automatically send alert to the school security

officer’s mobile phone or pager.

Another security device is the access control device. According to Matt cited in

Spragne and Walker (2004), the device helps to prevent unauthorised access to school

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buildings, enables remote controlled lockdown to isolate safety incident and reduces

personnel requirement for entering and monitoring. One other security device is the

incident response device which provides communications interoperability among people

using practically any analogue or digital radio system and consolidates all information

relating to an incident.

More still, there are other security devices which can be used to ensure safety and

security in the school environment. There are self-defence networks, mobility and

wireless, unified communications, digital signage, smart connected buildings, desktop

videos, notification services, visitor management systems and school transportation.

School security is important as they relates to students and their ability to

concentrate and learn (Yell and Rozalski, 2000). Learning requires a positive atmosphere

in which students feel not just physically safe, but emotionally safe as well. Creating such

environment means ensuring students safety throughout the school day and keeping them

free from both physical and social or emotional bulling. Mbia (2003) states that students

cannot learn if they do not feel safe and that a safe school environment is essential for

students of all ages. This is corroborated by Kennedy (2004) when he says that if students

and staff do not feel safe, education often takes a back seat. Dodd (2005) posits that

school safety includes ensuring the safety and well-being of teachers and school

administration so that they can feel safe and effectively do their jobs. Teachers who have

their safety and security cannot concentrate on teaching; thus, the students lack qualified

teachers needed for their successful academic pursuit

The issue of school security has become a major concern at all levels of government

from local to federal. School boards should meet with the teachers and students to listen

to their concerns and suggested solution to improve school security (Hurley, 2012). In the

words of Stevens (2001), priorities regarding school security have increased drastically

and something needs to be done to prevent and to ensure that violent acts such as

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harassment, statutory rapes, possession and use of drugs, weapons, formation of gangs

and shooting in schools can be controlled. To Stevens, security should be properly

managed in the school so as to have the school environment free of danger and threats.

Another measure to prevent security threats and to ensure the safety of the school

environment is by adopting clear safety rules and procedures known to staff, students and

parents. Noguera and Pedro (1995) opined that all the stakeholders must be responsible

for the safety procedures and manage them. Scaring (2010) supported what other scholars

maintained about the security procedures that are to be implemented in schools to ensure

security in school settings. Scaring stated that in order to ensure students’ rights to attend

safe, secure and peaceful schools, schools need to undertake planning efforts. He further

provides suggestions for general safety procedures to prevent crime and violence as well

as intervention strategies that need to be implemented immediately.

Bullying is another security threat which requires serious attention of both

educators and parents and so, rules surrounding bullying should be developed in school.

In the opinion of Yell and Rozalski (2000), there should be programmes that can prevent

tolerance approach to bullying. To them, this should involve creating a policy and set of

rules around bullying

Another one is the issue of gangsterism which Paine (2006) suggested that a

school which experience gangsterism should work in partnership with other departments

like police, churches and parents when trying to curb it.

Another way of improving school security is by involving students in the

arrangement of keeping the school environment safe. According to Trump (2010), a

school environment that promotes “pro-social” student behaviour has high expectation

and standard for achievements when students get involved in the promotion of safety

process. Rubin (2004) suggests that other ways of improving school security will be by

publication of school safety policies. Training of staff members and pupils; actualisation

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with safety representatives, allocation of safety responsibilities, hazard spotting and risk

analysis.

Among other strategies, there should be procedures for dealing with accident,

illness and emergencies when they occur. Cohen (2010) posits that all these procedures

should be made known to all staff members and students as appropriate and should be

practised. The procedures are alarm procedures, evaluating the building, assembling for

roll calls the use of emergency equipment, first aid and in the event of accidents,

summoning emergency services and controlling the scene of the accident by one staff

member (Peretomode and Peretomode, 2001).

The abnormally large incidence of vandalism and increasing concerns about

students unrest and disruptions have encouraged the creation of security departments in

most public secondary schools. The development of school security departments is a

relatively recent and emerging reality in managing school safety (Trump, 2010). There

should also be a special in- service training programme for teachers, non-academic staff

and principal. The skill and techniques which they will acquire will help them to know

how to deal with different learners’ behaviour, their educational effectiveness and

personal safety.

Schools should also establish security teams that are composed of teachers,

learners, parents and the school governing board who will volunteer to assist in terms of

safety. According to Henry (2000), the schools should ensure that the teams are

acquainted with conflict resolution, anger management, blinking up fights, mediation and

first aid. There should also be discipline in management in schools which should

emanate from the code of conduct for educators, staff and learners (Bucher and Manning,

2003). It is against this background that this study is intended to examine the security

threats in the public secondary schools in North Central States, with a view to improving

and articulating how they can be properly managed.

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Statement of the Problem

Crime, violence, disorder, bombings and gunmen invasion are the major problems

facing public secondary schools in North Central Zone of Nigeria. These problems not

only endanger students and teachers but they also prevent teachers from concentrating on

teaching and students from concentrating on learning. This change in educational climate

has created an imperative need for schools to identify tools, strategies and model

programmes that enhance the safety and success of all children and professionals who

serve them. This is because when people are legally required to attend school, school

personnel have the corresponding duty to provide children with a safe, secure and

peaceful environment in which learning can occur.

More than ever before, public secondary schools accommodate children from

dysfunctional homes, children living in poverty. Unfortunately, resources to adequately

serve the total range of needs presented by these students are becoming increasingly

limited. Adequate parental supervision and control of these students have weakened, and

many students have little or no respect for all forms of authority. Consequently, schools

are confronted with problems of students possessing and fighting with weapons such as

the clash between Government Secondary School Makurdi and Army Day College

Makurdi in Benue State, where students injured themselves with weapons. School

properties worth millions of naira were damaged. Many students go to school with guns

and some others sold themselves to the Boko Haram Sect and are being used to bomb

down schools as in the case of Federal Government College Yobe State, where a child

was made bomb down the school.

Some security preventive measures necessary to secure the school environment

have been employed in many schools such as the introduction of identity cards for

students, school staff and visitors. Some employ security guards, locking all doors and

14

windows but despite these efforts, the problem of school security threats persist on

increase which indicates that it is necessary to take continuous measures for daily security

improvement to cope with invaders or any other harmful incidence beseeching the public

secondary schools. The problem of the study posed as a question is, what are the ways of

improving security management situations in public secondary schools in North Central

Zone?

Purpose of the Study

The main purpose of the study was to investigate ways of improving the security

situations in public secondary schools in North Central Zone of Nigeria. Specifically, the

study sought to:

1. ascertain the security devices available for effective security management in public

secondary schools in North Central Zone.

2. determine available emergency response plans for combating security threats in public

secondary schools in North Central Zone.

3. find out ways of improving the effectiveness of staff security in public secondary schools

in North Central Zone.

4. determine the strategies for improving security of students in public secondary schools in

North Central Zone.

5. find out measures to be adopted in managing security of school plants in public

secondary schools North Central Zone.

Significance of the Study

The study has both theoretical and practical significance. The study is anchored on

the School Climate Theory. This theory posits that safe school climate has its significant

influences on educational outcomes. Positive school climate encourages inter personal

relationships and optimal learning opportunities for all students, and reduces disruptive

15

behaviours which are threats to every member of the school community. The theory holds

that all aspects of school climate which include trust, respect, mutual obligation and

concern for other’s welfare, can have profound effects on educators and learners’

interpersonal relationships as well as learners’ academic achievement, and overall safety

and security in the school compound. This study will help to validate the school climate

theory, otherwise it will question the theory .Within this context, it is hoped that the

findings of this which will be focused on measures for improving security situations in

schools, will help to create good school climate for encouraging effective learning.

Practically, the study will be useful to school governing boards, school staff, students,

state and federal governments and to researchers.

Governing boards have the broadest role in ensuring school safety. Boards create

the philosophical foundation that guides decisions and direct future actions. Through their

governance roles, boards adopt policies, programmes and curricula that can contribute to

safe environment for all students and staff. With the help of this study, the board

members will rise to their roles to ensure that the link between security and opportunity

for academic success is publicized to the community. This is because the study will

expose security improvement measures needed for effective academic environment.

The study will also be useful to the school staff. The implementation of school

security strategies is the responsibility of all staff and with the findings of this study; the

staff will be exposed to strategies for managing safety in the schools. The study will also

help the school staff develop safety plans, intervention and alternative strategies and

codes of conduct for improving safety and security in schools. It will also encourage the

school staffs to have a responsibility to protect learners in the school compound, de-

escalate students’ conflicts, create and sustain an atmosphere that invite mutual respect,

provide support and comfort, and engage students in positive co-curricular activities.

16

Furthermore, the study will have some significant effect on the students. This is

because the study articulates measures for improving students’ security. With the

adoption of the measures, it is hoped that the students will stay in schools under safe and

secured conditions. Also the study will be useful to the state and federal governments.

They pass laws and regulations that have impact on schools and other agencies on

security matters. Findings of the study will help them to articulate laws and policies that

will provide adequate safety and security in schools. Finally, the study will be useful to

researchers who may conduct related studies on effective ways of ensuring that there is

schools secure.

Scope of the Study

The study dealt on improving security situations in public secondary schools in

North central zone. Measures for security management situations and security devices

available for effective improving of security operation in public secondary schools. It also

focused on the ways to improve security management in the school, security prevention

strategy and measures for improving school plant facilities. The study was conducted

using 176 principals and 1,012 teachers from 352 public secondary schools in the 28

education zones of North Central Zone of Nigeria. North Central Zone comprise of six

states namely: Kogi, Kwara, Niger, Nasarawa, Plateau, Benue states and Abuja, the

capital territory of Nigeria

Research Questions

The following research questions were posed to guide the study

1. What are the security devices available for effective security improvement in public

secondary school in North Central Zone?

2. What are the available emergency response plans for managing security threats in

public secondary schools in North Central Zone?

17

3. In what ways can the security of staff be improved in public secondary schools?

4. What arrangements should be put in place to improve the security of leaners in public

secondary schools?

5. What security measures should be adopted in managing school plants in public

secondary schools?

Hypotheses

The following null hypotheses were formulated and tested at p<0.05 level of significance.

Ho1 Principals and teachers does not significantly differ in their mean ratings on the

ways security of teachers can be improved.

Ho2 There is no significant difference in the mean responses of principals and teachers

on the arrangement to be put in place for security of students.

Ho3 Principals and teachers do not significantly differ in their mean ratings on the

security measures which will be adopted in managing school plants.

Ho4 The difference in the mean ratings of principals and teachers do not significantly

differ on the threat prevention strategies needed in the schools.

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CHAPTER TWO

REVIEW OF LITERATURE

This chapter reviewed relevant literature related to the study. The review is

organized and arranged under the following headings: Conceptual Framework,

Theoretical Framework, Review of Empirical Studies and Summary of Literature

Reviewed

Conceptual Framework

Concept of Management

Concept of Security Management

Concept of School Security

Concept of School Plant Security

Concept of Emergency Plans

Concept of Staff Security

Concept of Learners Security

Concept of Security Prevention Measures

Conceptual Schema

Theoretical Framework

Invitational Theory

School Climate Theory

Maslow’s theory

Review of Empirical Studies

Studies related to security and devices available in public secondary schools.

Studies related to emergency response plans available in public secondary schools.

Studies on what school management should put in place for the security of staff in public

secondary schools.

18

19

Studies related to arrangements to be put in place for improving security of learners in

Public secondary schools.

Studies related to measures to be put in place for improving safety and security of school

plants in Public secondary schools.

Studies related to security threats prevention strategies needed in public secondary

schools.

Summary of Literature Reviewed

Conceptual Framework

Concept of Management

Management can be defined as the coordination of all the resources of an

organization through the process of planning, organizing, directing and controlling in

order to attain organizational goals (Ogonu, 2000). It is the field of human behaviour in

which managers’ plan, organize, staff, direct and control human and financial resources in

an organized group objective with optimum efficiency and effectiveness (Robbin, David,

Decuzo 2001). It involves the control of other persons, overseeing projects, resources and

business enterprises. It is the act that involves coordination of activities of a venture in

accordance with certain policies and in achievement of defined objectives.

Management is a vital function of school administration. The school principal has

to plan, organize, direct control and evaluate the staff and the material resources to

achieve the objective of the school (Obegbulem, 2011). Peretomode (1991) defines

management as the social or international process involving a sequence of coordinated

events such as planning, organizing, coordinating and controlling in order to use available

resources to achieve desired outcome in the fastest and most efficient way. According to

Ada (2002), it is mobilization and utilization of material resources to attain educational

goals.

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School management is the identification of the school objectives, mobilizing the

teachers, on-academic staff, students and material resources such as funds, equipment and

facilities in the school to achieve the goal of teaching and learning. It is the process of

creating a supportive environment by deciding in advance on how to secure the school,

how to do it and who is to do it. This includes maintaining, comparing and correcting

towards achieving the school goal (Akubue, 2003)

Public secondary schools are managed by a principal and vice principal. The

principal as the manager is responsible for the general oversight o hiring of staff, students

and building. The school principal has various management functions. The first one is the

management of instructional programme (Oboegbulem 2011). A school cannot be

deemed to be effectively administered if it seems to be lagging behind in academic

performance and instructional delivery. Thus, the academic performance of the students

of a school usually forms the first parameter with which to judge the level of school

management.

Management of staff personnel forms the second cardinal leadership responsibility

of the school administrator in achieving the school goal. According to Akubue (2003), the

staff should be handled with care and love for they possess the capability to make or mar

the school and its programmes. The school principal has to be up and doing in staffing the

school, orientating of the new teachers to the classes and their functional areas.

Financial and physical resource management is that phase of school

administration that is primarily concerned with procuring, exporting, accounting,

organizing, and maintaining fiscal and material resources in effective manner in the

achievement of educational goals. According to Ezeocha (1990), the major

responsibilities of the school administrator in the maintenance of the school plant

facilities could be summarised as follows:

21

‘Providing a favourable environment for learning and adequate care of school facilities. Defining clearly the responsibilities for the various personnel in the school plan management and developing job description for all personnel. Defining clearly the supervising responsibilities and communicating same to all concerned. Making all school staff to recognize that the physical condition of the school plant is the symbol of the total curriculum for both parents and general public’ (p, 14)

Another function of the school manager is the school- community relationship. The

school manager must regard the school- community relation as one of the cardinal

responsibilities. This is because the school derives most of its strength and support from

the community in which it is situated. The school manager has also to do the best to

ensure that the security of the school facilities, educators and students are under control.

The Concept of Security Management

School security management is the process of creating conducive and proper

internal environment in the school (Dimsey, 2008). It can be likened to the efforts which

are to be made to protect the environment where students learn and teachers teach in a

warm and welcoming environment which will be free from intimidation and fear of

violence (Henry, 2000). According to Netshitahamen and Van (2002), they are the steps

taking to secure the learners both physically and psychologically by the use of variously

assigned security awareness programmes and strategies. Laura (2014) asserts that school

security management are ways of providing security technologies and strategies which

can be used to mitigate the formidable security threats in the school. There are plans or

measures to be taken to protect and manage school violence, reduce security risks, and

ensure that the school environment is safe for learning.

The physical environment of the school has a lot of roles to play in the

management of school security. In this regard, Bucher and Manning ( 2003) and Stephen

(1998) posited that this can be achieved by focusing on school by monitoring, identifying

damages and repairing of safety system, for example, alarm, drainage system, sanitation

22

electrical and securing fire system in proper location. According to Mbia (2003), without

proper school management, education will fall short of its mission and students will fall

short of their potentials.

A school is a place for students to learn and be educated as well as the place they

spend most of their days. Omoteso, (2010), asserted that it is expected to be a place for

lifelong learning and the base of community which can be used as a temporary evacuation

site in case of disasters, crises and a place for an important community gathering.

Recently, it has been required to take further measure to properly manage the security of

the students and their educators considering the occurrences of intrusion cases at schools

such as crises in and around the school, terrorist’s attacks, invasion of gunmen and the

effects of disasters such as flooding and storms (Crises Control Manual against Invaders,

2014).

Observing the prevalent security conditions in public secondary schools

especially in North Central States of Nigeria. The school managers have to be at alert by

providing the school compound with adequate security measures to cope with the

challenge of security threats. Monkwe, (2010) asserted that it is vital to continuously

advance with effective school security measures. He suggested that the heights of school

fences and gates should be increased up to 1.5 meters. Earthman (2002), opined that there

should be installation of guide signage at the gate, patrol of the school personnel,

community volunteers and armed security guards in the schools. To improve school

security management, Andrew (2013) posits:

“A supervising officer should visit each school building and meet with the appropriate school staff to discuss security issues. Its site plan can be jointly crafted with the goal of upgrading physical areas. Areas of weakness can be identified for corrective action. Schools should seek armed presence of police department, control patrol on the perimeter to observe outside areas bullying prevention programmes and keep the teachers and students updated on long-range goals and specific security measures being proposed” pp.12

23

To add to the above measures the school managers can effectively manage the

school security by improving on the existing security measures by the arrangement of

loose materials. Loose materials left outside the building can be used for arson or

vandalism. According to Rogers and Shoeman (2010), wooden pallets and rubbish can

also provide fuel for fire. Another one is by introducing property making. All expensive

portable equipment should be marked as belonging to the school. This can be done by

engraving, branding security part, stamping and fluorescent markings.

Parent-community involvement, if parents understand the need for security it

makes the school job easier. Similarly, parents would be reassured if they know the

school is committed to the security of students, staff as well as buildings. When the

school is seen as part of the community itself, it expects the community’s active support

and protection.

The importance of inspection and improvement in promoting the security

measures of school facilities cannot be over emphasized. Establishing an effective check

system such as conducting inspection and crime control training, based on the security

check list and manual as well as taking immediate measures against problematic issues, is

being required (Ministry of Education, Culture, Sports, Science and Technology, 2006 )

Employing commercial security patrol is another strategy. Patrols and guards may

be used to complement other security measures in high risk schools like in North Central

States. They can in quite specific circumstances, provide a considerable deterrent.

Although, this has high running cost for the labour employed, it cannot be compared with

the loss which is incurred when ever disaster occurs. School management can contact the

firms providing such services to help fight intruders or gunmen that attack schools.

There can be provisions of personal attack alarms: one measure to improve school

stakeholders’ security is to provide staff and students with panic button or personal attack

24

alarms. Staff or students who believe that they are under imminent threat of attack can

press them to summon assistance.

Security of rich educational environment is another method of improving the

security of the school. It is important to have a view of a general quality improvement of

the educational environment in order to avoid unnecessary situations to isolate the school

from outside deterrent to the educational environment while the crime prevention

measures are fulfilled. In addition to the increase of security against disaster and accidents

it is important to take the security measures as one of the environment at updates,

including greening and appearance improvement.

Concept of School Security

Security is the state of being free from danger or threats; freedom from doubt,

anxiety or fear. Security according to Ever cited in Dwyer and Osher (2000) is something

that gives or assures safety .Security incorporates measures taken by an organization or

government to prevent espionage, sabotage, or attack. It can be measures adopted by a

business or home owner to prevent crime, assault, and to prevent an escape (Picarell,

2008).

According to Rogers (2009), security can broadly be defined as a means of

providing effective levels of protection against pure risk. It is a process used to create a

relatively crime free area. The aim of security is to assess the vulnerability to risk and

thereafter to employ techniques and measures in order to reduce that vulnerability to

reasonable level. Security will therefore assist in creating a stable, fairly predictable

environment in which individuals may move freely with reduced or without any

disturbance or injury (Lambaard and Kole, 2008).

Security means different things to different fields of life. In Economics, it is

described as a certificate or creditor ship or property caring the right to receive interest.

25

Furthermore, it is a measure taken by a military unit, activity, or installation to protect

itself against all acts designed to, or when may impair its effectiveness, it is a condition

that result from the establishment and maintenance of protective measures that ensure a

state of inviolability from hostile acts or influences (Ken, 2008). Security can also be

explained as a state of care of mind, freedom from doubt and absence of worry. It can be

likened to watching over an organization for anticipated event.

According to Green (1999), security entails a stable, relatively predictable

environment in which an individual or a group may pursue its end without disruption or

harm and without fear of disturbance or injury. Holton, (2004) agrees that security

measures can assist in reducing crime and violence; however he stated that it is important

to bear in mind that security measures cannot guarantee that no crime or violence will

take place.

School security can be defined as measures taken for the protection of the

students, staff, property and other school valuable assets from attacks or dangers.

According to Kurtus (2012), it is a plan by administrators or Principals to protect students

and staff in the event of danger. It is a plan against the criminal and anti-social behaviour

which can cause disruption to the work of the school, physical and mental damage to the

people and damage to the school building (Ragozzino, Litne, and Brien, 2009)

School security can also be explained as those measures taken to protect and

manage school violence, reduce safety risks and liability, and improve on school

community relationship (Trump, 2003). It is the physical protection of school property,

school personnel and students from hostile acts or influences. They are measures taken to

maintain order, discipline and prevention of disruption to the entire school (Fukumi,

2008).

According to Gordon, (2000), school threats are those things that threaten the

residents of the school community, or things they value and persons or ideas. They are

26

those phenomenon that jeopardize the safety of students, staff and the school property.

School threats can further be explained as problems that undermine the security of any

school community (Redding, 2006). Peters and Skaba (2001) posited, school threats as

the capacity of any human and non-human elements to destroy the vital interest of the

school. This is to say that security threats cover all aspects of malicious intention, action

or occurrence geared towards making the school vulnerable and exposed to security risk.

In dissecting the foregoing definitions of school security threats, it can be

understood that school security threats cover all aspects of malicious intention action,

occurrence geared towards making students, teachers and the entire members of the

school community vulnerable and exposed to security risks which in every way may

disturb or lead to school closure for some time. According to Weaver (1995), this should

make the school and safety officials to treat school threats seriously and have protocols in

place for assessing and managing the school safety

Security threats can be simply divided into two, namely natural and manmade

threats. Natural threats are those threats that are generated by nature, capable of posing a

great danger to the wellbeing and survival of people or members of the school

community. The natural threats are further divided into two namely: geological threats

and climatic threats.

Geological Threats/Hazards: They are natural geological phenomenon which can pose a

huge security risk to human lives. They are not only capable of causing various degrees of

bodily harms to people but can also cause mass deaths (Chen and Wang, 2007). Examples

of such threats are earthquakes, volcanic eruptions, flooding and mudflows. It is

important to know that schools sited in areas prone to these geological threats can easily

be affected. Lee and Talib (2005) opined that there should be hazard mapping and

monitoring to determine the locations or areas that are susceptible to the various kinds of

natural threats that exist in this class of threats. They suggested further that it is

27

paramount for the people in charge of school sitting to erect school physical structures in

a way that they can be resistant to the threats.

Climate Threats/Hazards: this is another type of natural threat and hazard. It involves a

rapid change in climatic conditions, capable of posing a great danger to the wellbeing and

survival of any group of people (Peterson and Skaba 2001). Some of these natural threats

include heavy rainfall, drought, and wild fire among others. Fabbri, Chung, Cendro and

Remondo, (2003) posited that this climatic hazards have destructive effects which may

include storm, surge and in land flooding. Schools located in low lying coastal areas that

are prone to this security threat will often experience school building collapse, breaking

of tree branches and other forms of danger similar to these. On this issue, Gordon (2000)

posited that there is no doubt that this type of threat exist in some school environments

and constitute security risk to the students, staff and buildings. Thus, if these are not

properly managed the schools affected become insecure and not supportive for effective

academic activities.

Human threats according to Chen and Wang, (2007) are those cruel attacks arising

from human actions and behaviours. They are those activities that also constitute risks to

the entire school community. One of these human threats is school robbery. According to

Dannreeuther, (2007), robbery involves the use of instruments of intimidation and

coercion by a party against another with the aim of compelling the victim party to

concede his/her property to the offender’s party. Armed robbery is a regular feature of

every human society even among the students’ robbery also takes place. There are many

instances where students and school staff were robbed either students or from external

robbers who take advantage of the insecurity in the school to penetrate the compound.

Theft is another human threat that disturbs the peace of the school community.

Theft involves the act of making unlawful claim to someone’s property or illegally taking

another person’s property without the person’s freely given consent, (Dannreeuther,

28

2007). Theft in school may involve the unintentional stealing of another person’s

property, beverages, text books and others from fellow students either in the classroom or

hostel. School theft if not properly managed can scare many children away from school or

normal lesson due to fear of insecurity of their lives and properties.

Arson constitutes a threat to the school community. Arson according to Katherine

(2012) is a deliberate act of disruptively setting another person’s or school property on

fire for selfish motives. Someone who may be a staff or student can decide to set her/his

property on fire with criminal intention of illegally getting claims from the school

education board. There is no doubt that in the school community, arson constitutes a great

threat to the school due to losses that are usually incurred in each incidence.

Extortion is another form of man-made security threat which is found among

secondary school students. Senior students extort the junior students of their provision

and pocket money through coercing on. According to Adejoke (2004), it is a criminal

offence, which occurs when a person obtains money or other goods from another by

threatening him/her. Extortion in any school constitutes security risk to defend their right.

Strike actions among the school staff constitute threat in the school. A strike is

often described as the refusal of employees to report at their work places or refusal to

discharge their respective duties. Teachers going on strike can make the children less

busy and give them chance to engage in indecent acts. The school governing board which

has the responsibility to conduct the school may choose to shut down for a while thereby

destabilizing the academic activities of the students (Monkwe, 2010).

Another thing that threatens students’ security is students’ demonstrations. This

constitutes a great danger to the lives of students, teachers and property at large.

Adegoke, (2004) explained that demonstrations may be regarded as civil disturbances or

direct action. Violent students’ demonstrations largely constitute huge security risk and

lead to a breakdown of law and order. On this, Monkwe (2010) posits that this may lead

29

to unwarranted destruction of lives and property thus making the entire school unsafe for

living and learning.

More still, a terrorism/bomb threat disrupts the on-going operations of the school.

National School Climate Council, (2007) opines that the key to successfully preparing

school community without panic is for school and public officers to be candid about the

possibility of the school being affected by terrorism. De Wet (2003) stated that the

Columbia High School attack in 1999 was an attack in an American school at a time that

it was least expected. There was no well-known prior incidence that this has been

established. The impact of the attack changed the landscape of the school safety

profession forever.

Finally, drug abuse and alcoholism among students constitute one of the major

security threats in Nigerian schools. Students have had their destinies misdirected and

their academic fortunes frustrated due to their involvement in drug abuse and alcoholism.

According to Bulus and Rimfat (2001), peace and tranquillity in schools have been

adversely affected. Drug abuse consists of using drug to change feelings or in such a way

as to endanger health. According to Okorondo cited in Rimfat (1997), the excessive use

of any chemical not prescribed by doctors is dangerous.

Drug abuse has consequences on students who take them. They suffer from brain

damage liver damage, excessive heart beat and chronic bleeding. These students stand the

risk going mental and being wayward in their behaviour. Bulus and Rimfat (2001) opined

that if students must pass their examinations in flying colours, if school should experience

peace and tranquillity, all these security threats should be stamped out of the school

environment. Then safety and security will be guaranteed to schools members and school

property.

30

The Concept of School Plant Security

School plant is the place where the school programmes and activities take place or

where school curriculum is implemented. School plant is defined by Isaac and Ajayi

(2010) as a consciously designed and controlled environment with the sole aim of

promoting teaching and learning activities within the school. It is putting together of

facilities to protect the physical well-being of individuals associated with a school. This

implies that the term “school plant “is more than the school building and the piece of land

on which is situated.

School plant means the school building, all materials, furniture and equipment

attached and unattached to the building, all structures and features on the school site,

including paths, roads, parking lots, playgrounds, open grounds, trees, flowers and other

objects used for implementing or supporting the implementation of an educational

programme (Ejeh, Fadipe, and Ajadi, 2000). The school plant is not only to provide

conducive environment for both teaching and learning but also to ensure a safe, a

hygienic and comfortable shelter for students, teachers, and other staff as teaching,

learning and other activities go on.

From the above explanations and definitions, it can be deduced that, school plant

plays an undisputable role in the maintenance and promotion of teaching in the school

system. It is the physical expression of a school, the quality and quantity which

contributes in part to the nature and level of the tone of the school.

School plant security means taking certain precautions to ensure that there is safety

and security of school plant. The precautions are taken before and after the sitting to

insure the continuity of safety. No matter how laudable the school programme is, if the

safety of lives and properties in the school is not guaranteed, such a school cannot boast

of a good academic achievement (Oluchukwu, 2008).Unless schools are well sited with,

31

buildings adequately constructed and equipment adequately utilized and maintained to

ensure the safety of the users, much teaching and learning may not take place. In effect,

there is need to give adequate attention to choosing the site of a school. Corroborating

this, Ajayi (2007), maintained that high level of students’ academic performance may not

be guaranteed where instructional space such as classrooms, libraries, technical

workshops and laboratories are structurally defective and have formed death traps. They

maintained that it is not good to site a school very close to an industry for fear of noise

and air pollution.

In view of these, it is clear to note that schools should not be located along air a

path, near the market or too far away from town. According to Ajayi (2007), it is not to

the best interest of the life of the students and to locate a school along an express way, too

near a thick forest or very close to a deep sea. Ajayi opined that the school compound

should be walled with a single gate which can always be locked.

Furthermore, Williams, Persand and Turner (2008) reported that safe and orderly

school plant environment and school facilities were significantly related to students’

academic performance. They also emphasized that a comfortable and caring environment

among other treatments help to contribute to student’s academic performance.

Duncanson and Achilles (2008), affirmed that safety, teachers and plant space are the

major tools that can bring about new outcomes.

School plant should be friendly, attractive and stimulating place to impact a

feeling of security and sense of pride to all whom it serves. Reporting about the

conditions of some of our public secondary schools, Lanwanson, Anike and Ngozi (2011)

observed that most of the schools are deroofed buildings, no office, leaking roofs, cracked

walls, half broken down vehicles, typewriters, tables, windows and doors. In view of this

Deighton, Nwagwu and Ani cited in Lanwanson, Anike and Ngozi (2011) stated that

school principals have major roles to play to have a proper school plant security. They

32

can do it by – identification of areas of school plant that needs repairs, the establishment

of repairs inventory, the establishment of maintenance workshops, renovation of

dilapidated school plant, repair and redecoration of school plant. Appointment of teachers

to custodial duties, instruction to students on the careful use of the school plant;

preventing students from damage or defacements through the drawing and writing on the

walls.

In addition, the school principals have to ensure that the school plant is adequate

for students’ population. There is supposed to be supervision of custodian staff, allocating

un-accommodated buildings where applicable to staff as residential quarters since

building deteriorate faster when they are not in use. Again, principals are to report all

major damages to the government on time and they should organize regular safety

programmes, teaching students on how to handle school plant as personal properties

instead of government facilities.

To have a good school plant security according to Castal cited in Peretomode

(2001), three types of maintenance services should be involved to keep school plant safe

and secure. The first one is regular maintenance. This type of maintenance is given to

special equipment in the school on a periodic basis for example, servicing of machines

like typewriters, vehicles, generators and computers. These routine services are aimed at

keeping the equipment working and to minimize total breakdown of the equipment which

can constitute security threats in the school plant.

The second type of maintenance is emergency maintenance. This is type the of

maintenance that is more common in the system. It simply means that service men are

called in when the equipment break down or are out of use. Example, the wall of a

dormitory may crack and this crack requires urgent repairs to avoid total breakdown of

the building which may lead to loss of lives.

33

The last type of maintenance is prevention and periodic maintenance. This is a

programme for servicing machines, systems and structures devised to prevent a

breakdown of the system or one of its components. This allows an equipment or building

to remain in the original useful state. Maintenance is carried out before there is

malfunction of the equipment. Manufacturers usually indicate parts of equipment to be

replaced at intervals to avoid breakdown and give the equipment maximum useful life.

School plant facilities are to be maintained regularly because the best plant that is not

maintained soon becomes defaced, loses its aesthetic value and worth, produce many

things which can form threats to the students and the entire school plant.

In addition to this, Stewart (2006) opined that before selecting a site for school

plant, safety and security are undoubtedly the most important factors to consider. With

regards to this, he suggested that the committee handling the sitting should be familiar

with any existing health and safety codes in the state, region or country. Potential school

plant site should not be near any airport, high tension transmission lines, railroads, busy

motor ways, high pressure natural gas and water pipe lines, noisy places like market and

industrial establishments, facilities with hazardous air emissions and places with bad

odour toxic substance and other things which can threaten the security of the school plant

and inmates (Earthman, 2002).

According to the American Federation of Teachers (AFT) (2008) unhealthy and

unsafe school conditions make it difficult for students to concentrate, for teachers to teach

and for other staff to do their jobs. Lack of security in a school plant leads to lower

students’ attendance and reduced teachers’ retention. They also reported that providing a

safe and secure school environment will actually make school environment conducive for

teaching and learning.

There are some things that can affect the security of the school plant. The AFT

(2008) enumerated them as air quality-poor air quality causes air illness is such as asthma

34

and other illnesses that could cause students to have difficulty in concentration and low

achievement.

Another one is noise-poor acoustics in classroom can cause classroom disruption

and create listening problems. Another thing is overcrowding –increased discipline

problems are developed when the school is overcrowded and outbreak of any infectious

disease can claim many lives in the school community. Thus, such school environments

will not be safe and secure for teaching and learning. According to O’Neill and Oates

(2001), improving school plant has a positive effect on students’ behaviour, attendance,

students learning and teacher turner rate. In other words, there are direct relationships

between organized school plants; safe and secure school plant and students achievement.

A good school plant always supports the educational enterprise, clean and good

air quality, good comfortable, safe environments, quality of maintenance, temperature and

colour, could affect student’s health, and safety as well as their behavioural development

(Buckley, Schneider and Shanga, 2004).

An effective way of ensuring that there is safety and security of the school plant

was suggested by the Warsaw Community Schools Bylaws and Policies. The policies

stated that the school board should provide notice to all students; the public and its

employees of the potential of video surveillance and electronic monitoring in order to

protect corporation property that promote security and health, welfare and safety of staff

and visitors. Also, it stated that the supervisors should develop and supervise a

programme for the security of the entire students, staff, visitors, school grounds, school

equipment and vehicles in compliance with statue and rules of the state.

The law also stipulates that every effort should be made by the school principals

to apprehend those who cause serious physical harm to students, staff, visitors and

corporation property and to require prosecution of those who bring harm to persons and

property. Schools are also authorised to install metal detectors and video/surveillance

35

system in monitoring activity on the school in order to ensure the health, welfare and

safety of students and staff. The principals should also try to get security devices which

will assist in the detection of guns and dangerous weapons. Earthman (2002) opined that

the signs should be posted at the main entrance of the building, providing notice that

video surveillance devices are in use to monitor within school buildings for security

purposes. To have an effective and improved school plant safety, these precautions are to

be taken.

The Concept of Emergency Plan

Many people trust schools to take care and keep children safe during the day. All

the schools remain a safe home for students till a tragedy occurs. The unfortunate reality

is that many schools can be affected either directly or indirectly by emergency situations

of some kind at any time. These events could be either natural or man-made.

Natural disasters such as floods, earthquakes, fire and cyclones can strike a school

or community with little or no warning. Bomb threat, school violence and kidnapping, are

rare but are shocking when they occur. The collapse of school buildings, fire accidents in

the school and stampede cases, have served as eye openers to make schools see that such

threats are real and can occur in the school. According to Miller (2003), knowing what to

do when faced with crises can be the difference between calm and chaos, between

courage and fear, and between life and death. There is need for preparedness to face any

emergency that may come up at any time in school.

Emergency plan according to Amanda (2003), is a method by which awareness

and understanding (support by risk education) can be translated into action, and can

include a range of activities; developing contingency plans and participating in education

and awareness activities. Emergency plan can also be described as a range of scenario

with clearly defined process and responsibilities. It is an organizational management

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process used to protect the critical assets of an organization from hazard risks that can

cause events like disasters or catastrophes and to ensure the resilience of the organization

within their planned lifetime (Dory, 2003).

Emergency plan specifies procedures for handling sudden unexpected situation.

According to Canadian Centre for Occupational Health and Safety (2005), the objective is

to reduce the possible consequences of the emergency by: Preventing fatalities and

injuries; reducing damage to buildings and accelerating the resumption of normal

operations.

Emergency preparedness is very fundamental to safety and security management.

Preparedness enables the school management to play active role in risk management and

effective participation in the process of security management. It helps the school not to

absolutely prevent threats but at least to reduce the fear and anxiety associated with the

security threat. This can also assist in reducing the fatality rate in the event of any security

threat in physical psychological and economic terms (Dory, 2003).

Furthermore, emergency plans also enable the individuals in the school to respond

creatively to any situation of security attack, even without seeking for external

intervention. The Canadian Centre for Occupational Health and Safety (OH & S) program

(2005) explained that besides major benefit of providing guidance during emergency,

developing plan has other advantages. The school may discover unrecognized hazardous

conditions that would aggravate an emergency situation and the team in charge can work

to eliminate them. Lack of emergency plan could lead to chaos during crisis.

Emergency plan is a written plan which an organization is required to have and

which must be displayed at every job site with a certain number of employees. It should

be detailed step- by-step procedures to follow in emergencies such as fire, chemical

spillage or a major accident. School safety emergency plan is a guide for providing a

response system, to possible major disasters, occurring on the controlled premises of the

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institute. It is designed to help prepare for and effectively coordinate the use of school and

community resources to protect life and property immediately following an event. The

process of emergency plan involves four major areas. Prevention/Mitigation;

Preparedness; Response and Recovery aspect.

Prevention/Mitigation

These are attempts to prevent hazard from developing into disasters altogether or

to reduce the effects of disaster. Mitigation and prevention addresses what can be done to

reduce or eliminate risk to life and property. The measure can be carried out thus,

• Conducting a preliminary assessment of preparedness measures of each school

building. Identifying those factors that put the building, students and staff at great

risk, such as weak buildings, proximity to rail tracks materials, industrial facilities that

produce highly toxic material, location of the buildings near the bank of the river or a

steep terrain and develop a plan for reducing risk.

• Reviewing traffic patterns, and where possible, keeping cars, buses, trucks and heavy

traffic away from school buildings.

• Reviewing the building layout and the surrounding areas for safe evacuation of the

students.

• Working with industries/factories that are in close proximity to the school to ensure

that the school’s crisis plan is coordinated with crisis plan

Preparedness

Preparedness focuses on the process of planning for the worst –case scenario. To

be prepared, the Safety School Version 10, (2001), posits that the school management

must:

Have site plans for each school facility. Make it available and ensure they are shared with first responders and agencies responsible for emergency preparedness. Ensure that there are

38

multiple evacuation routes. The schools should have a minimum of two evacuation site options as one may be blocked or unavailable at the time of the crisis. Inspect equipment to ensure it operates during crisis situations, Have a plan for discharging students, Identify a public information officer in the school community during crisis, Work with law enforcement officials and emergency preparedness agencies on a strategy for sharing key parts of the school plans and update plans as per their recommendation (P:30)

Response

The response phase includes the mobilization of the necessary emergency services

and first aid responders in the disaster area. This is likely a first wave of core emergency

services such as fire fighters, police and ambulance crews (Haddow, 2003). A well-

rehearsed emergency plan developed as part of the preparedness phase enables efficient

coordination of rescue. According to Quarantelli (2012), there is need for both discipline

and agility in responding to disaster. There is also the need for the school safety team to

develop a command structure for responding to an emergency.

Recovery

Recovery deals with how to restore the learning and teaching environment after a

crisis. In the opinion of Quarantelli, (2012) school management should quickly plan:

how to return to teaching and learning as soon as possible, have shelter plan for the school in case the existing building becomes inhabitable, identify and approve a team of mental health workers to provide mental health services to staff and students after a crisis. Understanding and recovery takes place over time and that the services of the team may be needed over an extended time period, the plan needs to include notification of parents on actions that the school intends to take to help students recover from the crisis, emergency preparedness strategies, personnel (student/staff) training. Training for different team is an essential part of the strategy. There should be adequate plan training for all acting personnel in the school (P: 56).

On the issue of coordinating with Emergency Officials, Haddow (2003) state that this

section of the plan will describe the procedures of coordinating and establishing of

linkages with the emergency officials in case of external assistance. There should be the

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plan, mock drill and other exercises and there should be coordination with local

emergency responders. He further stated that:

There should be annual multi-hazard training for staff and students as part of the district-wide school safety plan. Each school will send in their master trainees for the annual multi-hazard training and the same will be replicated in the school premise with the in-house capacity, each school should focus in equipping the school with necessary elements in the building premises. This could include emergency lighting, public addressed system, and electricity backup, fire fighting equipment and alarm system (P: 73).

In summary, planning on how to manage emergency situation in the school is a great step

to improving safety and security situations in public secondary schools.

Concept of Staff Security

As with the learner, the teachers have the right to a safe school environment. What

applies to the learner with regards to safety also applies to the teachers; it is an

unequivocal logic that the teacher cannot provide adequate safety and security for the

learner if he/she is not safe at school. According to Mastisa (2011), an unsafe school

milieu will, undoubtedly undermine the teacher’s authority and prevent him/her from

exercising the right to maintain authority and the obligation to exercise caring,

supervision of the learner. The occupational health and safety act provides for the health

and safety of a person at work (Prinsloo, 2005). This applies to the teachers as well. Thus,

according to this act, the teacher is supposed to feel safe and secure in school at all times.

Section 14 of this act stipulates that employees should report unsafe and unhealthy

situations to the employers.

As section 10 of the constitution (Bill of Rights) stipulates, everyone, including

the teachers, has the right to have him/her dignity respected and protected. Insecurity at

school may undermine the teacher’s right to have him/her dignity respected and protected

and this may have a negative impact on him/her in loco parentis status or on him/her right

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to maintain authority and to exercise or carry out supervision of the learner. Mastisa

(2011) stated that section 12 (1) of the constitution (Bill of Rights) stipulates that the

teachers have freedom and security of a person which includes being free from all forms

of violence.

This right implies that the teacher has the right to teach or work in a safe and

secure school milieu which is of critical importance because in the absence of such an

environment, the teacher will not be able to effectively perform his/her duties and

responsibilities. Learners may also not feel safe and secure in a school environment where

their teachers are unsafe

The Concept of Learners’ Security

Some school districts in the United States of America make it clear that teachers

could face potential liability for a variety of reasons such as claims, asserting the violation

of a student’s constitutional rights under the fourteenth Amendment (guaranteed in due

process and equal protection) as well as variety of civil rights claim when hazards occur

(Bailey and Rose, 2001). A school may be liable under the American constitution for

harm imposed on a pupil by a private actor or employee if the actions “Created” the

danger of possible harm (Mastisa, 2011). However, liability depends on several factors,

according to Smith (2010) when schools districts fails to supervise a specific area at

school where prior instances of violence have occurred, or neglect to inform learners of

potential or existing hazards on the playground or in the classroom, including the violent

propensities of a pupil, they could face liability charges in the case of a further incident.

To accommodate students’ rights, Byre (2002) recommends that schools ought

always to conduct thorough searches to retrieve contra bound goods and dangerous

weapons which can be used to violate others rights . He explained that those who conduct

any search should also clearly articulate the school rule or law that has allegedly been

41

violated, since a school official who wilfully violets a student right can be criminally

prosecuted .Smith (2010) explained that in the United states of America, it is stated in the

guilt case in 1967 that children have rights, and that those rights includes right to

education. Bailey and Ross (2001) posited that in the American constitution, pupils have

fundamental right of freedom to attend any public education exercise. This gives privilege

to the students to comply with the rules and disciplinary methods of the authorities.

In the case of bullying, Sheriff (2007) argues that American courts expect educators

to have the foresight to recognize instances of psychological harm resulting from

bullying, which may lead to suicide or ill health in learners. The learners have the right to

a safe school milieu which the school should provide. Teachers by virtue of their

profession and by law are obliged to maintain discipline at school and to act in loco

parentis in relation to the learner. Malthufi (1997) explains that there are two sides to the

loco parentis role of educators: the duty of care (the obligation to exercise caring

supervision of the learner) and the duty to maintain order (the obligation to maintain

authority or discipline over the learner). When the child enters the school, the duty of care

of the parents or guardian is delegated to the educator’s pedagogical and legal function.

Oosthuizen, Wolhuter, and Toit (2003) stated that the law expects the educator to caringly

see to the physical, psychological and spiritual well-being of the learner. The law expects

him/her as a professionally trained person to fulfil this role with the necessary skills.

The Bill of rights discussed in this paragraph, section 29 (1) of the constitution

stipulates that the learners have the right to attend school and that this right should be

protected. Since education can only take place in a safe and secure school environment,

everything possible should be done by the school, the governing body and by the

Department of Education to ensure that the learner experience safety at school. Section

12(1) of the constitution stipulates that everyone has the right to freedom and security

which includes: the right not to be treated or punished in a cruel, inhuman or degrading

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way and the right to be free from all types of violence. Section 24 (a) of the constitution

stipulates that everyone has the right to an environment that is not harmful to his/her well-

being and to enjoy education in a harmonious and carefree environment. According to

Mastisa (2011), the learner’s right is not to be treated in an inhuman or degrading way,

his/her right to be free from all forms of violence and his/her right to enjoy education in a

harmonious and carefree environment, this implies that he/she should experience safely at

school Section 28 (2) of the constitution stipulate that the best interests of the child are

paramount in every matter concerning the child. It is in the best interest of the child to

attend school and to receive education. Therefore a lack of safety at school is not in the

best interest of the child because it will make it difficult for him/her to attend school and

to receive education.

In order to promote school learning, safe environment is important. It is also stated

in the Bill of rights Act no 108 of 1996, section 24 that every person has the right to an

environment that is not detrimental to health and safety. This right should also apply to

learners; it protects them from being exposed to harmful environment.

To ensure safe and secure school environment for the learners, Smith (2010)

propounded that the educator’s main responsibility is to supervise learners whenever they

are in school. Education should be a way of learner’s activities and the conditions of the

activities. They should also be aware of potential dangers the learners can be involved in

and take preventive steps for learners from being harmed. This is in line with what

Prinsloo (2005) stated that learners has the constitutional right to study in a safe school

environment. If educators fail to provide adequate supervision they can be charged for

negligence of duty Calabrese (2000). It is therefore the responsibility of educators in

school to ensure that they maintain the safety of learners by constant supervision as

follow. Classroom supervision, identification and removal of dangerous objects, repair of

school equipment, school sports journeys and school transports.

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For schools to have sound and efficient management of safety from a legal point of

view, principals and teachers must take into account legal, educational and managerial

requirements when performing their task and duties. According to Bray (2000b),

knowledge of education law is important to educators because it provides a secure

educational environment which pupils may learn and develop, regulates the right and

obligations of interested parties in education, contributes to the creation of a harmonious

working environment, creates a clear framework for the role of principal and teachers as

professionals and provides structures and guidelines for educational management

activities.

In order to promote school safety, the regulations for safety measures at public

schools, pal 4, subpart 2(e) states that no person may enter the school premises while

under the influence of drugs or alcohol (Coetzee, 2005). Brown as cited in Coetzee (2005)

contends that the use of drugs undermines a safe and disciplined environment and that

drug testing will make schools safer. Oesthuizen cited in Mastisa (2011) states that

educators protect learner against the unruly and undisciplined behaviour of his / her

fellow learners, as well as protecting the learner against his/her waywardness.

The Concept of Security Prevention Measures

A security system is made up of different components, namely security aids,

security measures, policies and procedures, risks assessments risks analysis and risk

control measures. Security aid comprises of both physical security and human element.

These in turn are combined to develop and implement a security measure. In brief,

security prevention measures are those pieces of equipment or manpower used to improve

or add to the overall security system which is made up of a number of security aids

Mentiki (2012). The way they operate and coordinate is based on a clear written security

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policy, which includes procedures and operational guideline. This security measure can

be achieved in the following ways:

Policies and Procedures

Policies and procedures are vital part of a security system in any institution. It sets

guideline and provides direction as to how situations should be effectively managed and

handled (Rogers, 2009). Procedures are the guidelines that inform everybody on how the

objectives in the policy should be carried out and provide the instruction on how security

activities must be conducted. Both security policies and procedures are relatively

inexpensive measures that can be used to assist with the solving and reducing of crime

and violence within the school premises.

Physical Security Measures

There is a wide range of physical security measures that can be put in practice.

They can be divided into categories, consisting of the outside perimeter measure, inner

middle perimeter measure and internal measures (Lamboard and Kole, 2008). The outside

perimeter measures are those measures that can be found outside the school building

normally the perimeter of the premises such as signs, fences and other barriers, lighting,

alarms and patrols. The inner middle perimeter measures are the security measures used

within the boundaries of the facility and can include fence and other barriers, alarms,

light, CCTV external cameras, warning signs, doors, lock, burglar proofing on windows,

security staff and access control system.(Philpott and Kunstle, 2007).

Lastly, there are the internal physical security measures which are the ones that

can be found within building such as alarms, CCTV cameras, turnstiles, windows and

door bars, locks, safes, vaults protective lighting and other barriers.

Security Aids

Security aids are additional measures that can be used to assist in protecting

assets. The security aids can be security dogs, such as patrol dogs, guard dogs and sniffers

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dogs. Other animals such as horses, geese and ostriches, Security equipment such as

batons, Pepper spray, raincoat, rackets, two-way radios, touches and pocket books, Motor

cars, quad bikes, electrical patrol aids and boats (Rogers, 2012).

Technical/ Electronic Measures

Security technology as an adjunct to physical security measures can be excellent

tools and a great contribution to the safety of schools and staff in schools and in reducing

violence in schools (Green, 1999). They have however, to be applied correctly within the

school environment and be maintained after the installation, otherwise they will not be

effective.

The aim of using security technologies is to reduce the opportunities to commit

crimes or violence, to increase the likelihood that someone will get caught and to be able

to collect evidence of some of the acts of violence being committed, thus making it easier

to prosecute (Green, 1999).

Crime Prevention through Environmental Design (CPTED)

This combines architectural, technological, a personnel changes to increase the

ability to monitor and prevent delinquent behaviour. Often, this involves identifying

conditions that may contribute to harmful or violent behaviour (Example, overcrowding

or poor supervision) reallocating or making adjustments to resources, accompanied by

training, as necessary, to address them often, a police or resource offer trained in CPTED

may be used to examine the school’s physical environment and recommend

modifications.

Security Access to School Buildings

To enhance security in a school compound, there is need to have one entrance to

the school building for proper monitoring of who enters or leaves the school compound.

Ideally, this entrance does not grant immediate access to the buildings but will rather

require passage through of a reception window, glass wall, or electronic access system

46

(Ken, 2008). Emergency services must be granted quick access to and from the building

and signs referring students, staff and visitors to the monitored unlocked entrance should

be clearly visible (Sprague and walker, 2005).

Security Communications

For proper school security, there is need for a communication device in the

school. This provides easy and immediate facilitation of communication among faculties,

administrators and school bus driver. According to Sprague and walker (2005), every

room within a school building should provide immediate notification and contact

capabilities in the event of an isolated or school-wide emergency. There should be a

public address system which should have the capacity to reach every individual school

member regardless of their location. There should be burglar alarms to be activated to

guard against intruders during non-school hours; duress alarms may also be place under a

desk or on persons to signal law enforcement or a 911 call centre of an emergency (Ken,

2008)

Searches of Lockers or Students

To keep learners from bringing in weapons some schools and hostels can go far to

use metal detectors and others to administer systematic or random searches of learners

bodies, possessions, and bags. Since there is a strong relationship between learners’

violence and use and sale of drugs, Graves and Mirsky (2007), suggest that school

management should make special efforts to keep schools drug-free, and weapon free.

Safe School Plan and Crises Planning

Having the appropriate preventive and emergency plans in place is vital for any

organization, especially schools. These plans must also be reviewed and updated on a

regular basis and should be practiced by both the educators and scholars. Improving and

practising safety drill procedures are some of the least expensive ways of improving

safety in schools. Yet, according to Campell (2007), it is often a factor that is overlooked

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by school management. According to Philopott and Kuenstle (2007), schools need to be

prepared to deal with all types of risks that might face them.

In addition to this, schools need not only to be ready but should also be able to

handle all crises, large or small. Knowing how to deal with a crises situation and what to

do when crises occur is the difference between calm and chaos, between courage and fear,

between life and death (Philopott and Kuenstle, 2007). The intensity and scope of crisis

can range from incident that directly or indirectly affect a single scholar, to one that can

impact the entire community.

According to Campell (2007), fear of a crisis occurring is best managed by

education, communication and preparation, rather than denial. According to Campell each

school’s plan will be different and unique. The school will have to take into consideration

the geographical area, problematic possibilities and other unique features they face. Crisis

Response Teams (CRTs) need to be established to effectively respond during and after a

crisis and to minimize any injuries that might be sustained. According to Green (1999),

all CRT members must be trained in the crisis respond procedures, which can sequentially

train the whole school community.

Security Officers

One of the important functions for humans is patrolling. This is when individuals

(guards and security officers) move around the premises inspecting and observing the

activities taking place and the locations where incidents occur on the premises in order to

identify any risk. Part of patrolling duties also includes identifying shortcomings or

damage to a security measure (For example, hole in a fence) or whether a system is

operational. Having these human security measures on the premises might decrease

scholars, staff and parents’ fear of crime, as well as assist with the prevention crime. This

would also allow for vulnerable areas to be inspected and security -related hazards to be

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detected (Lomboard and Kole, 2008). It is therefore, vital that the human aspects of

security is not overlooked or neglected

Parents’ Education and Involvement

To enhance school security, Lomboard and Kole, (2008) posit that strong parents-

child relationship can reduce the risk of childhood behaviour problems and subsequent

anti-social behaviour and violence. According to them, Parent education programmes can

help parents understand their roles in child’s physical and social development.

Staff Development

Inherent in the meaning of a safe and secure school is the ability of students and

staff to develop relationship that transcend academic and interact under conditions that

are comfortable to both (National School climate Centre, 2010).The importance of staff

education in the creation of a positive school climate cannot be under estimated. School

staff interacts with students on a daily basis and can serve as positive role model for how

to treat others with respect. All school staff should understand the importance of

respecting diversity and individuals’ differences, including race/ethnicity, religion gender

and sexual orientation and should be knowledgeable about warning signs of

harassing/intimidation behaviour (Owen, 2006).

Visitors’ Registration

Outsiders or visitors coming to school are required to register upon entering

school premises during school hours (Birkett, 2009).He went further to say that limiting

access to school grounds, posting notices informing visitors of the need to register in the

school office and providing a visible means of identification for authorized visitors can

reduce disruptions caused by individual who have no legitimate reason to be in place

outlining access and the appeal procedure for individuals who are denied access or are

asked to leave school grounds.

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Facility Assessment

Districts should always conduct an assessment of the physical environment of

each school site or district facility to identify safety needs of the school. According to

Lomboard and Kole (2008), assessment may look at fencing, the number of school

entrances, security of ground level window and security need on the playground.

Identification/ Badge System

The implementation of identification system is another measure that schools can

employ to ensure security and safety. Different colours can be used to indicate different

classifications of school members, (for example, students, administrators, teachers and

visitors. Visitors’ passes should change appearance every day to prevent duplication

(Bucher and Manning, 2003)

Suicide Prevention Training

Suicide is a major cause of death among youths and should be taken seriously. In

recent years, the media have drawn more attention to students’ suicides related incident.

Suicide prevention training may be provided to staff to help them identify and respond to

students at risks of suicide. According to Lomboard and Kole (2008), the training should

be offered under the direction of a counsellor or psychologist and health agencies. This

programme might include information on risk factor, warning signs, and instructional

strategies for teaching health concepts.

Preventives Measures for Bullying

Bulling and harassment often interfere with learning. Acts of bullying usually

occur away from the eyes of teachers or other responsible adults. According to Boba

(2005), victims of bullying can suffer more than actual physical harm, grades may suffer

because attention is drawn away from learning, and fear may lead to absenteeism, truancy

and dropping out from school.

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To check bullying in schools, Baren and Li (2007) posited, teachers should

always have regular classroom meetings during which students and teachers engage in

discussion, role-playing and artistic activities related to preventing bullying and other

forms of violence among youths.

Involvement of parents of bullies and victims of bullying where appropriate, there

should be formation of “friendship groups” support for students who are victims of

bullying. According to American Psychological Association, Commission on violence

(2000), there should be involvement of school counsellors.

Zero- tolerance Policy

Many schools use the principle of zero tolerance in their security safety

disciplinary policies (Mc Andrews, 2001). These policies deals with problems relating to

school safety and discipline and state that no violence, crime or any other unauthorized

activities will be tolerated. Those who violate the policy will be punished. The

importance of having zero-tolerance policies in place and for them to be effective is that

they should be taken seriously by educators, scholars and parents alike and also if the

consequences are consistently enforced (Lawrence, 2001). This will go a long away to

ensure safety and security in the school compound.

Gang Prevention Strategies

Schools alone cannot be expected to eliminate gang activity completely. However,

they can make it much more difficult for gangs to display signs of affiliation, recruit

members or engage in violent and illegal activities at the school site.

Lomboard and Kole (2008) stated that district can work collaboratively with other

community agencies and organization to develop a preventive approach to gang

involvement. They went forward to enumerate factors that draw youth into gangs to

include; disconnection from family, fear of victimization, peer pressure, lack of

educators, poor employment skills, and a family history of gang involvement and lack of

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alternatives. Programmes that provide direction and motivation for students to resist

involvement with gangs, reinforce socially constructive behaviour, offer recreational

activities, develop educational and occupational goals and experiences and encourage

personal responsibility.

According to American Psychological Association commission on violence and

youth (2000), policies can be developed that establish communication links between law

enforcement and school to enable districts to stay abreast of gang activities in the

community and students gang involvement. Policies promoting preventive education and

early intervention beginning in elementary school can help counteract gang recruitment

efforts and influence in the larger community.

Furthermore, districts adopt policies on dress, conduct and discipline to inhibit

gang activities. For instance, policies on dress code can reflect the guards to California’s

school boards (California Department of Education, 2004). Policies on conduct can be

used to send clear signals about the expectations and boundaries for student group

behaviours. Conduct policies can also be used to emphasize tolerance and respect and

require student training in and out of conflict resolution and mediation techniques.

Disciplinary policies have been used in some districts to refer students for additional

training in these techniques.

Repair of Vandalism and Evacuations

Quick removal of damaged facilities and repair of vandalized facilities reduce fear

and intimidation and intra gang communications desired by the perpetrators. (Lannie and

McCurdy, 2007). After photographing such messages and contacting law enforcement as

appropriate, staff should arrange for removals to help migrate the effects and discourage

future vandalism.

According to Schecker, Rollings and Vagner (2002), students who commit an act

of vandalism may be subject to school disciplinary measure or may be prosecuted through

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other legal means. Ring, Ennette and Johnson (2003), explained that reimbursement of

damages and rewards may be collected from any individual or from the custodial parent

of an minor who commits an act of theft or vandalism, if reparation is not made, the

district withhold students’ grades, diplomas and/or transcript.

Conflict Resolution and Peer Mediation

Many schools have established conflict resolution conflict management

programmes to help students learn constructive approaches to settling disputes. These

programmes operate under the belief that reasonable verbal interaction between students

will help prevent the escalation of violent behaviour students learn that they have choice

of behaviour when a dispute arises and that it is within their own power to control these

choices (Joan 2009). According to him most of these programmes include curriculum that

helps students develop the means to resolve their own disputes effectively and peacefully.

School should also train a small number of students to serve as peer mediators. Johnson

and Johnson, (1995) stated that with this approach, every student learns how to manage

conflict constructively by negotiating agreement and mediating peer’s conflicts.

Referral to Guidance Team for Attendance

Irregular attendance is often the first indicator of other problems. Administrators

should try to determine the reasons for a student’s truancy or chronic absence and

intervene as necessary when attendance problems are detected as well as students with

behavioural problems may be referred to a student’s success team. The work of the team

is to encourage students to be in school and provide them with meaningful educational

experience Joan, (2009).

Remediation Workshops

Governing board can require students and their parents to attend remediation

workshops to address problem behaviours. According to Safe School Strategies (2011),

students who have been suspended can be required to participate in programmes that

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address their problem behaviour and, for some offences. The board can make the

participation of the student’s parents a mandatory condition for returning to the

classroom.

These workshops or family or individual counselling programmes may work to

address myriad of psychological issues, such as anger, management drug/alcohol use of

depression. Security measures are vital in an environment as they create a sense of safety

among the students and the teachers.

When these preventive measures enumerated above, are put into action, there is

going to be improvement of security in many public secondary schools. This is because

the extent of security measures at school indeed has a direct effect on how safe scholars

and educators will feel in school. The more security measures a school have, the safer the

scholars and the educators. A school cannot be safe for learning if there are no security

prevention measures that are employed to check those things which can cause security

threats to the wellbeing of the school members and school facilities. Therefore, there

should be efforts by the school authorities to improve on the security situations in the

public secondary schools so that effective teaching and learning can take place.

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Conceptual Framework

Fig. 1above reflects the conceptual schema of school security. The fundamental

goal of school setting is to encourage effective teaching and learning. When the school

environment is not safe from incidences of harassment, bullying, violence and other

forms of security threats the goal of the school will not be achieved. So there is need to

improve on the security situations in schools.

The safety of the school environment could be assured when certain necessary

precautions are considered even before selecting a site for the school plant. It has been

remarked that before selecting a site for a school, safety and security are undoubtedly the

most important consideration. Potential school plant site should not be near the railways,

busy motor ways and industrial establishment facilities with hazardous air emission

(Ajayi, 2007)

Effective

learning and teaching

School Security

Concept of management

School Plant

Emergency Safety Plan

Security Prevention Measures

Teachers Security

Learner’s Security

Security Management

Fig. 1: Conceptual Schema of School Security

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Management in school is a process by which the school principal plans, organizes,

staffs, directs and controls human and financial resources in an organize way in order to

achieve the desired individual and group objectives with optimum efficiency and

effectiveness. Concerning school management in the school, the school principal is

supposed to acquire the needed security devices and properly coordinate all the school

stakeholders to put hands together to ensure that there is security in the school. The

principal is supposed to be dynamic to adopt the school with the changes to new types of

security threats. That means he has to be current with the new security threats affecting

the school and at the same time be informed of the latest approach to tackling the security

issues. This is just to avoid being taken unaware.

To manage the security of school plant, there should be procedures for dealing

with emergencies when they occur, that is emergency school plan. This is a set plan on

how to deal with accidents, illness and unexpected occurrences. All these procedures

should be made known to all staff and learners and they should be practised regularly.

Security preventive measures are those pieces of equipment or manpower used to

improve or add to the overall security of the school compound. This could be done by

having security policies guiding the school and by having security resource officers.

These efforts are geared towards maintaining a safe and secured school environment

(Lambard and Kole, 2008)

An unsafe school environment will undoubtedly, undermine the teachers’

authority and prevent him/her from exercising the right to impact effectively on the

learners. The school management should be aware of the potential dangers that the

learners could be involved in, and then take preventive steps for learners from being

harmed. Thus, when the rights of the teachers and learners are respected, it will go a long

way to improve on the safety and security of the learners.

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Theoretical Framework

In Nigeria today, there are many school safety and security management theories

each of which is expounded by its owners and theorists. The theories take into account the

things to do in order to improve safety and security in the schools. Some of the theories

are:

Invitational Theory

Invitational theory is a theory that seeks to explain the nature of signal system that

summons forth the realization of human potentials as well as for identifying and changing

forces that defeat and destroy potentials. It was propounded by Purkey in 1984. It is

designed to create and maintain human environment that summons people to realize their

relatively boundless potentials in all areas of worthwhile endeavour. Invitational theory

posits that the traditional method of enforcing school safety as the use of metal detector,

close circuit televisions and constant searches of students and their classroom carry side

effects. These include a significant financial burden, a reduction of time for classroom

instruction.

A defining quality of invitational theory is that it is counter –intuitive; it assumes

that people are always motivated. It also assumes that people choose their behaviour, and

that they do the best and safe things they can from their perspective at the moment of

acting. Purkey (1999) posits that the main tenet of invitational theory is to revitalize

school to encourage students to want to go to school. According to the advocates of the

theory, there are five factors that affect the appeal of school; policies, place, people,

programmes, and processes. Invitational theory claims that there are five factors make

school more socially appealing and safe.

To Purkey (1984 ) invitational theory in education provides a framework for

making school a more exciting, satisfying, and enriching experience for everyone – all

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students, all faculty and staff, and all visitors. This framework goes beyond reforming or

restructuring; its goal is to transform the fundamental character of the school. Purkey

expressed that everybody and everything in and around schools adds to or subtracts from

the school safety.

The advocate of invitational theory illustrates how invitational theory is interwoven

into the fabric of the school.

People

The most valuable component of school is human resource, which mainly

comprises of the managers, teachers, and students. In addition, the importance that

schools attach to family and environment co-operation increases its appeal. Also, special

attention is given to personal grooming and professional training in stress reduction and

conflict management.

Place

According to the theory, a negative physical place affects school members

negatively while comfortable and aesthetically pleasing features make school more

appealing. He stated that careful attention should be given to the physical environment,

including adequate lighting, well maintained buildings and ground, clean rest rooms,

attractive classrooms and cafeteria, and displays celebrating student’s accomplishments.

Ways are found to enhance the physical environment of the school, no matter how old the

buildings.

Policies

School policies consist of written or unwritten rules which regulate the continuous

function of individuals and the school, attendance; grading, promotion, discipline and

other policies are developed and maintained within a circle of respect for everyone

involved. So, families are to be kept informed through newsletters, bulletins, phone calls

and meetings. Within invitational theory of education, every school policy is

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democratically developed, easy to understand, and made available to everyone involved.

Purkey stated that schools with stricter, more negative rules and disciplinary principles

tend towards an overall colder and more unfriendly environment

Programmes

A good impression may be made on school members and the environment by

developing school programmes that address human needs at large, instead of those that

focus on narrow goals. Incorporating activities for families on the social environment into

the school programmes, in addition to those geared towards students and staff also makes

school more socially appealing. Programs that involve parents are strongly encouraged.

Guidance counsellors, play central roles in arranging beneficial programmes

Processes

Process is the way in which things are done in the school. This is an element that

can make schools more appealing and are the process used by managers to interact with

the social environment and cooperate with other organization. Processes include issues

such as unity, democratic activities, cooperation efforts, guidance in ethics and human

activities. More effective processes aim to develop the mutual interaction between the

school, families and students. They include all procedure and plans that assist long-term

and family environment.

The relationship between invitational theory and management of safety and

security in public schools is that many educators in trying to promote school safety rely

on traditional law enforcement methods including metal detectors and security guards,

close circuit television, locking of all doors and windows except one or two entrances and

locker checks. Invitational theory of education presents alternative approach. Invitational

theory provides a framework for making schools more exciting, satisfying and enriching

experience for every one-all students, staff and all visitors.

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Furthermore, the invitational theory advices the school manager or principals to

make school more attractive in the sense of human resources, construction of school,

maintenance of physical environment, school policies, and education programmes. This

support the advices of Purkey (1984) on the point that “ school must provide social

facilities to students and teachers in order to be attractive , schools must be governed

democratically, they must have cooperation with civil society organizations and

responsibilities of teachers in government must be increased. Schools may be made

appealing according to the invitational theory and practice by making the 5 basic

dimension of the school (people, place, programmes, processes and policies) functional

and consistent with people’s expectation.

The implication of this is that the creating of schools with pleasing environment is

good but will be better if there are efforts to maintain the school beauty by checking and

repairing the structure and facilities. Again by ensuring the safety of staff, students and

the entire school compound.

Finally, invitational theory is not against having security devices in the school,

with more grade attendance, academic achievement, test score but it is much more

concern with making of the students descent and productive citizens. Also, the

invitational theory when applied in schools will help the school environment to secure

and welcoming.

School Climate Theory

School climate theory is a theory that posits that safe school climate has its

significant influence on educational outcomes. It posits that positive school encourages

interpersonal relationship and optimal learning opportunities for all students and reduce

disruptive behaviour which School climate theory refers to the quality and character of

the school life. It is based in patterns of school life experience and reflects norms, goals,

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values, interpersonal relationship, teaching, learning and leadership practices, and

organizational structure. It can be seen as the quality of the school life. School climate

can be explained as the “feel “of a school; tone ambience or atmosphere of a school

organization. The school climate theory has the perception that individual of various

aspects of internal environment influences behaviour. According to the proponents, the

school can be a relatively enduring quality of the internal environment of the school that

is experienced by the members, influences behaviour and can be described in terms of

values, norms and belief of a particular set of attributes of the school.

The school climate theory was propounded by Halphin and Croft in 1963.

Although, other educators recognised the importance of school climate for years however,

it was not until 1950’s that educator’s indicated interest in the research of school climate.

Halphin and Croft (1963) developed an organisational school climate description

questionnaire (QEDQ) composed of 64 items to study school climate. According to them,

a sustainable positive school climate fosters youth development and makes learning

necessary for a productive, contributory and satisfying life in democratic society. The

theory identify many factors that influences schools, these are: number and quality of

interaction between adults and students, students and teachers perception of their school’s

personality environment, or the school’s personality, environmental factors (such the

physical building and classrooms and the materials used for instructions), academic

performances, feeling of safeness and school size, feeling of trust and respect for students

and teachers.

The relationship between a positive school climate and the improvement of school

security is that a positive school climate has been associated with fewer behavioural

problems and has less of security threats. According to Halphin and Croft (1963), positive

school climate can significantly shape the degree of academic success experienced. The

advocates of school climate suggest that positive interpersonal relationship and optimal

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learning opportunity for students in all demographic environments depends on the school

climate. Regarding the roles of teachers and administrators, they posited that a positive

school climate is associated with increased job satisfaction for personnel.

Finally, students’ perspectives are important during the transition from one school

level to another. Attending a new school can be frightening for students and this

apprehensive can adversely affect students’ perceptions of their school’s climate and

learning outcomes. Therefore, research has shown that providing a positive and

supportive school climate for students is important for a smooth and easy transition to a

new school and it promotes school safety.

Furthermore, a healthy and safe climate implies a welcoming school environment.

This component incorporates abroad spectrum of issues from the physical environment of

the school building to the mutual wellbeing of students and staff (Halphin and croft,

1963). The breath of elements can seem overwhelming but it is not to show that even the

smallest details can have an impact on students’ ability to achieve academically.

Attention to both the physical and social environment promotes safety, inclusiveness,

academic support, healthy interpersonal relationships and freedom discrimination

School climate according to Halphin and Croft (1963) can play a significant role

in providing a healthy, safe and positive school atmosphere. They noted that the

interaction of various school and classroom climate factors can provide safe and security

threats, free environment that can enable all members of the school community to teach

and learn at optimum levels. It has been found out that a positive, safe and secure

educational environment enhances psychological outcomes for students and school

personnel. Similarly, a negative school climate that is full of security threats can prevent

optimal learning and development. It is concluded that the aspects of school climate,

including trust, respect, mutual obligation, and concern for others welfare can have

powerful effects on educators and learner interpersonal relationship as well as learners’

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academic achievement and overall school progress. What children learn about themselves

in school through interactions is equally important as the academic knowledge they

receive. According to school climate theory, when there is positive school climate, it can

provide an enriching environment, both for personal growth and academic success.

And to improve the school security, Marshall (2002) stated that educators and

parents have multiple options which are to enhance school climate and students overall

educational experience. These are: increased parents and community involvement,

Implementation of character education or the promotion of fundamental moral values in

children, use of violence-prevention and conflict-resolution-curriculum, peer mutation

and prevention of acts of bullying.

From the foregoing discussion, it is understood that creating a positive school

climate will go far to guarantee school safety and security. A safe school environment

that promotes pro-social student behaviour, has high expectation and standard for

academic achievement and behaviour, and engages students in positive relationships with

adults. This support successful learning and reduce negative, anti-social behaviours

which disrupt school safety.

Maslow’s Hierarchy of Need Theory

Maslow’s hierarchy of needs theory is a theory which determines what motivate

people to do certain things and to behave in certain ways. Motivation is an inner

psychological state that predisposed each of us to pursue or to avoid certain activities of

goals. It is also concerned with the present where a person is thriving toward an outcome.

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Fig 2: Maslow Hierarchy of Needs (Original five stage model)

Maslow Hierarchy of need theory is a theory of human beings and their needs.

The theory was propounded by Abraham Maslow in 1943.

Maslow proposed that people who have reached self-actualisation will sometimes

experience a state referred to as transcendence, in which they become aware of not only

their own fullest potential, but the fullest potential of human beings at large. Abraham

Maslow identifies and hierarchically classifies the basic needs of man into five categories

as illustrated above

1. Physiological Needs: These are the basic needs for life sustenance and they consist of

needs for food, water, sex, rest, clothing, sleep and other bodily needs. He opined that

until physiological needs are satisfied, the desire for higher needs may not manifest itself.

2. Safety or Security Needs: there is a desire for the second level of needs when the

physiological needs are sufficiently satisfied. Safety needs include security and protection

from physical and emotional harm, free from worry about money, danger and accident.

3. Social Needs: this is the next level after safety needs. They include the need for love

and affection, belongingness acceptance, friendship and companionship. Human beings

crave for this level of needs when safety needs are adequately met.

SELF-ACTUALIZATION

ESTEEM NEEDS

SOCIAL NEEDS

SAFETY NEEDS

PHYSIOLOGICAL NEEDS

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4. Esteem Needs: After the social needs have been adequately satisfied, esteem or ego

needs will begin to manifest in man. Esteem needs include self-respect, autonomy,

recognition, prestige and status

5. Self-actualisation Needs: these are the highest order of needs in Maslow hierarchy of

needs. It manifest in the desire for self-fulfilment and the need to become what one can

possibly become in his life time. They include needs for self-achievement, advancement

and potentials.

Relating Abraham Maslow’s theory of a pyramid-shaped hierarchy-physiological

needs, personal safety, social affliction, self-esteem and self-actualisation to the study of

the improvement of safety and security in public secondary schools; each need has to be

met before progressing to the next level. From his explanations, students have to assess

their schools by asking themselves whether the five needs are being met in their school or

classroom, educators can assess how they are applying Maslow Hierarchy to their

teaching practice

Maslow proposed that it is important to start with student’s physiological needs –

food, clothing and shelter because, it is impossible to advance to higher needs if students

are hungry, do not have warm clothes or have to sleep on the street. Some schools apply

this level of Maslow Hierarchy by offering breakfast or lunch programme to ensure that

the basic nutrition needs of their students are being met.

Students need environment with clear structure and a sense of safety, whether

children or adult they have to feel safe both physically and mentally. From the

explanation of Maslow’s theory, when there is any type of security threat, for instance

bomb threat or cases of rampant bulling of students, the students will not calm down to

learn. This is because, feeling to being safe is a fundamental basic needs and feeling

emotionally safe supports learners to reach their potentials. When the safety needs of the

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students are met they will start taking academic risk, engage that will then in necessary

questioning and dialogue.

Review of Empirical Studies

This section reviewed some empirical studies that are related to the study.

Studies on security devices available in public secondary schools.

Shannon (2006) conducted a study on school security practices; their

consequences on students and climate. The main purpose of the study was to find out the

security devices available in the secondary schools and the level of difference between

students in the school that have security devices and the ones that do not have security

devices. Five research questions were posed to guide the study and three hypotheses were

formulated.

The design of the study was a descriptive survey. Stratified random sampling

technique was used to select 276 public secondary schools. Teachers, students and

principals were the respondents and the total numbers of the respondents were 1104.

Questionnaire was the major instrument for data collection .The data was analysed with

Pearson Correlations while Mean and Standard deviation were used to answer the

research questions.

The researcher observed that many public secondary schools do not have safety

and security devices needed to keep school safe. Shannon found out that schools that have

safety and security devices perform better in their academics than in the schools where

few of the devices were found. Secondary, that student in the schools where few of the

security devices were found were more security conscious than student in the schools

where they were not found at all.

The study is related to the present study as it tries to ascertain the level of security

devices available in the public secondary schools studied.

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Another study was conducted by Eric (2009) on ‘’incidence and accident’’

Implementing the safety regulations prescribed by the South African School of Acts. The

purpose of the study was to find out the available security and safety devices available in

Lesotho secondary schools and learners experience of school security threats in Lesotho.

Six research questions were posed and three null hypotheses were formulated to guide the

study. The study was a case study and purposive random sampling technique was used to

select four target schools. The respondents were principals and teachers which gave rise

to 112 respondents. The instruments for data collection were questionnaires; Mean and

standard deviation were used to answer the research questions while t-test statistics was

used for the hypotheses at 0.05 level of significance.

The researcher found that many of the public secondary schools in Lesotho are not

provided with safety and security devices. Eric also observed presence of dangers such as

broken walls, sharp objects, broken sport facilities, playground equipment and classrooms

with shattered roofs. The researcher found out that there was no emergency equipment

visible in any outside area of the school. The study is related to the present study as it

noted that there is poor management of school facilities and neglect of repair of faulty

equipment.

Dewer, Peter, Anne and Xiao (2009) had a retrospect study on safety condition in

high schools using Virginia Threats Assessment Guidelines. The purpose of the study was

to examine the safety and security conditions in the schools studied. Four research

questions were posed and three hypotheses were formulated to guide the study. The

researcher adopted descriptive survey design .Simple random sampling technique was

used to select 960 respondents which were made up of students, teachers and principals.

The design was a descriptive survey and the instruments for data collection were

questionnaires and the method of data analyses was Multivariate Analysis of Covariance

(MANCOVA).

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It was found that most of the schools have no planned security policies, have no

planned way of resolving student’s conflicts and have no safety plans on ground to check

emergency occurrences. The study is related to the present study as it tries to find out the

safety and security conditions in the high schools which he discovered was too poor. This

is the gap the present study wants to fill.

Another study was conducted by Omebe (2010) on status of safety precautions in

science laboratories in Enugu state, Nigeria. The purpose of the study was to investigate

the status of safety in the science laboratories in Enugu state. Three research questions

were posed and tow hypotheses were formulated. The design for study was descriptive

survey and simple random sampling was used to select 200 science students which

consisted of 120 females and 80 male students. The instrument for data collection was

questionnaire and the method of data analysis was mean and standard deviation for the

research questions while t-test was used for testing the hypotheses.

The findings of the study shows the sources of hazards in the science laboratories

include improper techniques of using equipment, improper storage of the equipment,

inactive supervision of students during practical, safety screening during experiments and

fire extinguishers. The study is related to the present study because the findings are the

same with the security loopholes in the public secondary schools in North Central Zone

but differs a little because it is talking of a section of the school.

Studies on Emergency Response Plans available in public Secondary Schools

A study was conducted by Rugar (2010) on fire emergency preparedness at

schools: A case study of secondary schools in Moishi. The purpose of the study was to

find out the level of emergency preparedness, prevention, mitigation and awareness in

schools. The study was guided by six research questions and three hypotheses. The design

of the study was case study. Stratified random sampling technique was used to select 87

secondary schools and simple random sampling technique was used to select 680

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respondents from among the students, principals and the teachers. The instrument for data

collection was questionnaire. The data was analysed with Statistical Package for Social

Scientists (SPSS). Mean and Standard deviation were used to answer the research

questions.

In the findings, it was observed that there was no disaster management policy and

emergency equipment in many public secondary schools. Again, there was no culture of

maintenance of school facilities in the school. There was also lack of sound educational

facilities found in most of the schools.

This study is related to the present study as it reveals that there are gaps in the

security management in most of the schools studied, no emergency plan and disaster

management. There were no proper inspections to discover when school facilities were

getting faulty.

Ducan and Enose (2010) conducted a study on assessment and implementation of

safety policy in public secondary schools in Kisumu. The study investigated the

availability and implementation of certain emergency response strategies in public

secondary schools. Five research questions were posed to guide the study and three null

hypotheses were formulated. Stratified random sampling was used to select 54 head

teachers and 54 quality assurance and standard officers.

The instruments used for data collection were questionnaires. Mean and standard

deviation were used to answer research questions while t-test was used test the

hypotheses. The findings of the study showed that the implementation of some safety

policies was to a large extent satisfactory in the schools studied as evidenced by the

following: fire extinguishers, emergency team members available in the schools,

dormitories in many schools had emergency doors. Again, most of the dormitories in the

schools were fitted with emergency doors.

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This study is contradictory to the present study because the findings proved that

there is proper management of safety and security in the public schools while the present

study is working on the improvement of safety and security in public schools.

Furthermore, a study was conducted in River State by Amanchukwu, (2012) on

application of intelligence indicators on secondary school safety and security as a

measure of learning enhancement. The purpose of the study was to examine the

perception or relationship between staff and students in the application of security

measures in secondary schools and the setbacks between teachers and students in the

enforcement of educational policies in the schools.

Two research questions were posed and two hypotheses were formulated for the

study. The design of the study was descriptive survey and simple random sampling was

used to select 280 students and 80 teachers. The instrument for data collection was

questionnaire. The method of data analysis was mean and standard deviation for the

research questions while t-test was used to test the hypotheses. The study found fear

among students and staff, anxiety, uncertainty, low morale and absenteeism as factors

against safety and security.

The study also found out that if stringent measures are not put in place to ensure

safety in schools, Nigeria risk not producing men and women it needs to guide the

country in the coming years.

This study is related to the present study because it emphasized that school safety

and security determines the end product of the school and the society at large.

Studies on what School Management should put in place for Safety and Security of

Staff

Mastisa (2011) conducted a research on the exploration of safety in township

secondary schools in Free Town. The purpose of the study was to examine the safety and

security of teachers and learners in township secondary schools. Four research questions

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were posed and two hypotheses were formulated. The design of the study was

exploratory, simple random technique sampling was used to select four out of five

education districts all of which 44 secondary schools were selected. The respondents were

44 principals’ and 352 teachers which amount to 396 respondents. The instruments for

data collection were questionnaires and the data was analysed using mean and standard

deviation to answer the research questions while t-test was used to calculate the

hypotheses.

The findings revealed that despite numerous laws made to protect the rights of the

teachers and learners in South African schools, teachers and learners were still not

protected. This is because the laws were written without proper implementation. The

study is related to the present study as it was found that there is no safety plans made to

protect the safety and security of the school, staff and the learners. It differs from the

present study as it suggests that there is need to have code of conduct for the staff and the

learners instead of equipping the schools with security system in order to make school

environment peaceful for teaching and learning. The current study intends to fill this gap.

Studies on arrangements to improving the safety and security of learners in public

secondary school

A study was conducted on the safety and security of learners in South African public

secondary schools by Prinsloo (2005). The purpose of the study was to determine what

school management should put in place to ensure that the safety and security rights of

learners is protected in the school environment. Four research questions were posed and

two hypotheses were formulated. The design of the study was descriptive survey and

simple random sampling technique was used to select 64 public secondary schools. 968

persons were the respondents which are made up of principals and teachers.

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The instruments for data collection were questionnaires and the data was analysed

with Mean and Standard deviation to answer the research questions and t-test statistics

was used to test the hypotheses.

The researcher found out that there was unequal treatment of girls in South

African schools and this has negative impact on the rights to education and human

dignity. He also found out that school management have not shown much interest to

protect the safety rights of the learners by providing some security devices and rebuilding

of school fences.

The study relates to the present study because the dwelt on the area of safety and

security of learners and the need to provide secure environment for learning.

A similar study was conducted by Hasten (2006) on safe school for teaching and

learning. The purpose of the study was to find out the perception of teachers on the school

safety and security of the teachers and learners. Three research questions were posed and

two hypotheses were formulated to guide the study. The design of the study was

descriptive survey. Simple random sampling technique was used to select the teachers

and the head teachers of the schools sampled. The total number of respondents was 98.

The instruments for data collection were questionnaires; Mean and Standard deviation

were used to answer research questions while t-test statistics was used to test the

hypotheses.

The findings indicated that public schools in Malawi were being neglected. There

was no proper maintenance of the school buildings, grounds, fences and school facilities.

Another discovery was that the general behaviour of the teachers and the students’ exhibit

contribute to school security threat in the school environment. Again, the researcher

found that there was no trust among the members of the staff and students are unfriendly

to each other. The study is related to the present study in the area of safe school for

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teaching and learning. However, it did not cover the improvement of safety security

management.

Dewet (2007) conducted a research on school violence in Lesotho, experience and

observation of the learners. The purpose of the study was to determine how school

violence affects teaching, learning and the safety of the learners. The study was guided by

six research questions and four hypotheses. The study was a case study. Simple random

sampling technique was used to select the teachers, the learners and the principals who

were the respondents and the total number of respondents was 520. The instrument for

data collection was questionnaire. The data was analysed using Mean and Standard

deviation for the research questions and ANOVA for the hypotheses.

It was discovered that constant school violence in the schools which put the lives

of the students in danger. It was also revealed that the rules and regulations of the schools

were mere paper works. They were not effectively implemented and there was no

disciplinary management in the schools. This makes the behaviour of some of the

students become threats to the lives of others.

The study is related to the present study in the area of safety of teachers and

learners. However, the study was carried out in Lesotho while the present study is in

Nigeria.

A similar study was conducted by Solomon (2007) on the rights of the learners in

Mashakhane public secondary schools. The purpose of the study was to determine what

rights the learners should enjoy in their learning institutions and what the management

should put in place to safeguard the learner’s rights. Two research questions were posed

and two null hypotheses were formulated. The study was a case study and simple random

sampling technique was used to select the respondents. A total number of 1240

respondents which was made up of the learners, teachers and their principals were used

for the study. The instruments for data collection were questionnaires. Mean and Standard

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deviation were used to answer the research questions while ANOVA was used to test the

hypotheses.

The researcher discovered that learners in the public schools are aware of their

rights but do not want to accept their responsibilities. The researcher observed that this

has allowed an atmosphere that could not support effective learning. The researcher also

observed that those rights of the learners were not effectively implemented and so the

learners were easily exposed to security threats.

This study is related to the present study because it revealed the weakness of the

management in keeping the school environment free of safety and security threats for the

learners.

Another study was conducted by Cosmas and Kuttickatta (2011) on “How chaotic

and unimaginable classrooms have become insight into prevalent forms of learner’s

indiscipline. The purpose of the study was to establish the most prevalent form of

indiscipline among the learners and how it affects their safety and security. Three

research questions were posed and two null hypotheses were formulated to guide the

study. The design of the study was descriptive survey. Simple random sampling

technique was used to select 125 teachers as the respondents. The instruments were

questionnaires and interviews. The data was analysed using Mean and Standard

deviation to answer research questions while t-test was used for testing the hypotheses.

The findings revealed that, the following forms of disciplinary acts constitute

threats to learners and educators in the schools. These are truancy, fighting theft, bullying,

vandalism, gunshot and other threatening behaviours. The researcher also found out that

the management was doing nothing to improve this situation. Thus, the classrooms and

the dormitories are disorderly and threatening grounds.

74

The study is related to the present study because it identified the human security

threat which affects the teachers and their teachings, learners and their learning. This is an

area which forms part of the present study.

Another, a study was carried out by Mamolibeli, Nithi and Jubulani (2012) on

experiencing violence in school: the voice of learners in Lesotho context. The purpose of

the study was to enhance the safety and security of learners in public schools. Six

research questions were posed to guide the study and three hypotheses were formulated.

Simple technique random sampling was used to select the teachers and learners who were

the respondents. Their total number was 740.

The instruments for data were interviews and questionnaires. Mean and Standard

deviation were used to answer the research questions while t-test statistics was used to

test the hypotheses. The study found out that learners were exposed to complex patterns

of security threats and this was experienced in multiple forms. The researcher also found

that few schools were having security gadgets but were in bad condition and in some

schools parked in the office.

The study is related to the present study as it identifies that security threats are the

causes of violence among the students. This creates a gap for the present study which has

to find out the ways of improving safety and security of public schools.

Again, a study was conducted by Oadunjoye and Omenu (2013) on the effects of

Boko Haram on school attendance in Northern Nigeria. The purpose of the study was to

find out if the activities of Boko Haram have direct effects on the attendance of pupils and

students to schools. The study was guided by three research questions and two

hypotheses. The design of the study was descriptive survey. Simple random sampling was

used to select two tertiary institutions each from Yobe, Bauchi and Borno States as well

as thirty rural primary and secondary schools. The instrument for data collection was

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questionnaire. The data was analysed using mean and standard deviation for the research

questions and the t-test was used for the hypotheses.

The findings of the study revealed that school attendance is affected in the areas

prone to Boko Haram attacks in Northern Nigeria. In addition schools are often protected

during insurgency by government security forces. The researchers also discovered that

schools record very low school attendance as parents disallowed their children from

attending schools. This study is related to the present study because it discovered Boko

Haram and insurgency as major security threats in the Northern States.

Studies on Measures to put in place for Improving Safety and Security of School Plant.

The study was conducted to investigate safety and security measures at public

schools by Leandri (2011). The purpose of the study was to examine and evaluate the

existing security measures in place at difference secondary schools. Three research

questions were posed and two hypotheses were formulated to guide study. The design of

the study was descriptive survey. Simple random sampling technique was used to select

1685 scholars and 106 educators that form the sample of the study. The instruments for

data collection were questionnaires and interviews. The method of data analysis was

Mean and Standard deviation answering the research questions and t -test was used for

testing the hypotheses.

The findings of the study indicated that majority of the schools selected were not

having emergency response plans which is one of the security strategies needed for

school safety. In addition, most of the schools do not conduct dormitory and locker

searches to seize the weapons with which some students use to threaten the lives of

others. The researcher also discovered that most of the schools were not having perimeter

fencing and there was nothing like security drills for the learners and educators. This

study is related to the present study in the area of security measures.

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Another study was conducted by Isaac and Musibau (2010) on school plant

planning and students learning outcome in public secondary schools. It was to investigate

the relative contribution of school plant planning to students’ safety and learning

outcomes. Two research questions were posed and two hypotheses were formulated to

guide the study. A descriptive survey research design was used for the study. Multistage

stratified and simple random sampling technique was used to select 1650 respondents

comprising of 150 principals and 1500 teachers. The instruments for data collection were

questionnaires and the data was analysed using Mean and Standard deviation while

Pearson product moment correlation was used to test the hypotheses.

The study revealed that the level of students learning outcome is high when the

school plant is safe and secure. It also revealed that poor classroom, laboratories planning

and poor school plant maintenance services have negative impacts on students learning

outcomes.

The study is related to the present study because it dwelt on school plant planning

which is part of the study.

A similar study was conducted by Odufowokan (2011) on school plant planning

as correlate of students’ academic performance. The purpose was to find the relationship

between school plant planning, school safety and student academic performance in the

schools. Four research questions were posed and three hypotheses were formulated to

guide the study. The design of the study was a descriptive survey. Multistage stratified

and simple random sampling technique was used to select 1650 and 150 principals which

form the sample of the study. The instruments for data collection were questionnaires.

The data was analysed using Mean and Standard deviation and Pearson product moment

correlation was used for the hypotheses.

The study revealed that most of the schools were not properly planned in terms of

sitting and security devices. Again, the study also revealed that there were no special

77

safety plan for the safety and security of teachers and students. It also revealed that due to

the security challenges prevalent in most of the schools their academic performance was

low. The study is related to the present study in the area of school plant planning and the

influence on students general

Xaba (2006) conducted a study on the basic safety and security of school physical

environment. The purpose of the study was to find out how the basic safety of the school

environment affects the learners and the educators in the schools. Three research

questions were posed and two hypotheses were formulated. The design of the study was

descriptive survey. Simple random sampling technique was used to select 69 teachers

from secondary schools and 69 teachers from primary schools. The instruments for data

collection were questionnaires. Mean and Standard deviation were used to answer the

research questions while ANOVA was used to test the hypotheses at 0.05 level of

significance.

The findings of the study revealed that most of the schools were collapsed and

have cracked walls which form death traps to students and educators. Another finding

was that most of the schools have not safety planned policy and no internal services of the

school facilities.

The study is related to the present study as it emphasis on equipping and

maintaining school facilities for the safety and security of every school member.

Bert (2011) conducted a study on the impact of school facilities on learning

environment. The purpose of the study was to examine the impact of quality and

functioning facilities on the school environment. Five research questions were posed and

four hypotheses were formulated to guide the study. The design of the study was

descriptive survey study. Simple random sampling was used to select 480 respondents

made up of teachers and the head teachers. The instruments for data collection were

78

questionnaires and interviews. The data was analysed with Mean and Standard deviation

for answering the research questions and ANOVA was used to test the hypotheses.

The findings of the study indicated that there was a relationship between school

facilities and the safety of learners in the learning environment. In addition, the study

revealed that there was no proper management of school facilities and maintenance

services.

The study is related to the present study because it dealt with school facilities and

leaning environment which is one of the major variables in the present study. Another

study was carried out by Maryland State Department of Education on safety measures for

managing school safety. The purpose of the study was to examine the safety practices

across the state and methods to provide a safe learning environment. The study was

guided by four research questions and two hypotheses. The design of the study was casual

comparative study. Simple random sampling technique was used to select the

respondents. The respondents were school teachers and public safety personnel. The total

of the respondents were 108. The instrument for data collection was questionnaire. The

research questions were answered with Mean and Standard deviation while t-test was

used to test the hypotheses.

It was found that the use of emergency management agency and law enforcement

personnel to train and provide technical assistance to the school personnel were not

employed. Again, safety practices like use of metal detectors, surveillance cameras and

some other security measures were not practicable in many of the schools. The study is

related to the present study in the area of safety measures which is one of the concerns of

the present study.

Ibrahim (2010) conducted a study on the manager’s view about school safety and

security from invitational theory perspective. The purpose of the study was to determine

the views of school managers on the preventive measures of keeping schools safe and

79

secure. Two research questions were posed and two hypotheses were formulated for the

study. The design of the study was descriptive survey. Simple random sampling was used

to select 35 managers out of 107 in the centre of Elazy city. The instrument for data

collection was questionnaire. Mean and Standard deviation were used for answering the

research questions and ANOVA was used to test the hypotheses.

It was found that most of the schools are not well equipped in the area of human

resources. And also failed in the maintenance and repairs of damage facilities. The study

is related to the present study in the area of school safety and security but differs in the

area of study.

A study was also carried out by Klru, Mbagua and Sang (2011) on the challenges

facing head teachers in security management in public secondary schools. The purpose of

the study was to find out the problems of implementing security measures by the head

teachers in the public secondary schools. Three research questions were posed and two

hypotheses were formulated to guide the study. The design of the study was descriptive

survey. Simple random sampling technique was used to obtain the needed sample of 27

head teachers, 35 prefects and 34 security guards which yielded a total number of 96

respondents.

The instruments for data collection were questionnaires. Data was analysed using

Mean and Standard deviation and Pearson product moment correlation was used to test

the hypotheses. The findings of the study revealed that schools in Kishii were beseeched

with security threats such as strikes, thefts and students fighting with dangerous weapons.

The study also revealed that the head teachers and the security guards are not vast with

strategies used in keeping the school environment safe and secure.

The study is related to the present study as it dealt with the security measures with

which to keep the school environment safe. The study also discovered the challenges the

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head teachers are faced with in managing safety and security of the public schools which

is the gap the current study intended fill.

Studies on the Threats Prevention Strategies needed in Public Secondary Schools.

A study was conducted by Nompumelelo (2010) on exploration and promotion of

safety in schools. The purpose of the study was to discover security prevention strategies

for handling safety and security threats in the public secondary schools. To guide this

study, four research questions were posed and two hypotheses were formulated. The

design of the study was Ex-post-facto research design. Stratified random sampling was

used to select 78 respondents which comprise of teacher, students and principals. The

instruments for data collection were questionnaires. The method of data analysis was

Mean and Standard deviation while ANOVA was used to test the hypotheses.

The researcher revealed that the school stakeholders were not involved in the

threats prevention strategies made for the schools. Thus the strategies set were ineffective.

The researcher also found out that most of the schools lack admission policies, copies of

code of conduct for the teachers and learners which enhances security threats free

environment.

The study is related to the present study because it recommended that every

school should have a school safety plan and that every member of the school community

should be involved in safety and security keeping.

Another work was done by Smith (2010) on the role of school discipline in

combating violence in public secondary schools. The purpose of the study was to examine

the role of school discipline as a security threat prevention strategy. Five research

questions were posed and three hypotheses were formulated. The design of the study was

descriptive survey. Simple random sampling technique was used to select 708

respondents which comprise of principals and teachers as the respondents. The

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instruments for data collection were questionnaires. The research questions were

answered with Mean and Standard deviation while t-test was used to test the hypotheses.

The result revealed that most schools have neatly typed code of conducts which

are given to students but there was no implementation of the rules, searches of rooms,

lockers were not done with seriousness and so most of the students harbour weapons with

which they threaten the lives of other students.

The study is related to the present because it dealt in school discipline in

combating violence in public secondary schools which is part of security threat which is

one of the concerns of the present study.

Furthermore, a study was conducted by Monkwe (2010) on strategies and policies

that secondary schools can employ to protect educators and learners in the school

environment. The purpose of the study was to investigate ways of preventing security

threats which affects educators and learners in the school environment. Five research

questions were posed two hypotheses were formulated to guide the study. The study was

a descriptive survey. Stratified random sampling technique was used to select 760

respondents which were made up of teachers and principals. The methods of data

collection were questionnaires. Research questions were analysed using Mean and

Standard deviation while t-test statistics was used to test the hypotheses.

In the findings, Monkwe, observed that teachers and students do not feel protected

in the school environment which is full of security threats. The result also proved that

there was no trained security personnel in the schools studied. Another discovery was that

many of the secondary schools do not have code of conducts that could assist to check the

behaviour of the teachers and the learners, thus there were many security threatening

behaviours.

82

The study is related to the present in the area of strategies and policies that can be

employed to protect educators and learners which is also one of the major concerns of the

present study.

Summary of Literature Review

Schools are intended to be safe places for learning, free from security threats and

hazards. Yet, literature revealed that this is rarely the case as students are bullied and

made to face risks on a regular basis in their school environments. The learners have a

legal right to study in a safe environment and that makes it the legal duty of educators to

provide an environment in which learners are protected from various hazards. For the

sake of safety and security in schools, schools are now forced to implement security

measures such as conducting searches, drug tests and use of closed-circuit cameras. This

is because an environment that is full of hazards and unruly behaviours is never

conducive for learning.

The literature review looked at the various variables in this work. Issues on school

security, school security management, school plant security, staff security, student

security and the concept of emergency security plan in the school by scholars.

For this study, security is defined as the plans to ensure freedom from danger,

harm or loss. Security is also seen as a plan by the school administrators to protect

students and staff from anxieties, risks, and harms. It is apparent from the review that

ensuring secured school is not only the task of the school principal, but that of all the

stakeholders in education. This illustrates the importance of collaboration with agencies

from outside school which includes parents, law enforcement officers and various social

service personnel.

In order to widen the researcher’s perspective on the problem under investigation,

three related theories were reviewed, namely: Invitational, School Climate and Maslow’s

83

Hierarchy of needs Theory. It was established from the invitational theory that schools

should be made socially appealing to students by providing safe learning environment.

This was corroborated by the School Climate theory which emphasises that positive

learning environment creates feeling of safety and security among students. This was

further strengthened by Maslow’s Hierarchy of Needs Theory which specifies that safety

is a pre-condition for attaining higher needs. In all, it was evident that a safe and secured

environment is a sine-qua-non for effective learning, hence the need to ensure that

schools leaning environment are properly safe and secured.

Twenty two empirical studies were reviewed. Although, most of the reviewed

empirical studies have some relevance with the current study, virtually all of them were

conducted outside Nigeria, suggesting a dearth of empirical literature on the local scene.

This should be expected because it is only of recent that security issues, particularly in

our educational institutions have become a major challenge.

Apart from the fact that studies on improving security situations in public

secondary schools in Nigeria are very scanty, no known work has been carried out on

improvement of security situations in public secondary schools in North Central Zone.

Again, the prevalence of security threats in most of our public schools, suggest that urgent

measures should be articulated to address the menace. These gaps inform the researcher’s

interest to carry out this study on improving security situations in public secondary

schools with a particular focus on North Central Zone, Nigeria.

84

CHAPTER THREE

RESEARCH METHOD

This chapter is organized under the following sub headings: design of the study,

area of the study, population of the study, sample and sampling technique, instrument for

data collection, validation of the instrument, reliability of the instrument, method of data

collection and method of data analysis.

Design of the Study

In this study a descriptive survey design was adopted. According to Nworgu

(2006), this design aims at collecting data on, and describing in a systematic manner, the

characteristics, features or facts about a given population. This study described certain

variables in relation to a given population. The design was therefore considered

appropriate because the study was on improving security situations in public secondary

schools in North Central Zone involving principals and teachers.

Questionnaires were used to collect the information on improving of security

situations in public secondary schools from the principals and teachers. This approach

was selected because it is seem to be the appropriate method to collect data for the study.

Area of the Study

The area of the study is North Central Zone, involving public secondary schools.

Geographically, North Central Zone consist of six states namely: Benue state, Nasarawa ,

Niger, Kogi, Plateau, Kwara and Abuja, the Federal Capital Territory. The North Central

States shares boundaries with Bauchi state, Kaduna state, and Zamfara state in North-

North; Gombe , Adamawa , and Taraba states in the North East; Kebbi and Sokoto states

in North West; Anambra and Enugu states in the South -South. Ondo, Ekiti and Osun

states in South West and Cross River and Ebonyi states in the South- East. The North

Central Zone have a total of 118 Local Government Areas and 28 Education zones. It

84

85

comprises of many ethnic groups like Tivs, Idomas, Etilos, Biroms, Hausas, Fulanis,

Gwaris and other minor tribes. They are predominantly farmers, calabash carvers, and

cattle rearers while the Etilos and Bassas located along the river line areas are mainly

fishermen. This work is situated in north central state because most of the states are

facing serious security threats such as bombings from Boko Haram terrorist, insurgency,

gunmen attacks and constant communal clashes which has affected many public

secondary schools in North Central Zone.

Population of the Study

The target population for this study was 10,472 and was made up of 352

principals and 10,120 teachers from all the 352 public secondary schools in North Central

Zone (North Central Teaching Service Boards 2011/2012).See appendix

Sample and Sampling Technique

The sample of this study consist of 1,188 respondents, made up of 176 principals

and 1012 teachers, which were drawn from the 352 public secondary schools in North

Central Zone through multi-stage proportionate random sampling technique from the

twenty eight Education zones in North Central Zone. After questionnaires were

administered, 1,184 were returned and the shortage was on the side of the principals

First stage involved listing and stratifying the schools in all the states according to

the twenty eight education zones. Then, proportionate random sampling technique,

involving the use of 50% was used to select the appropriate number of schools from each

Education Zone, such that a total of 176 schools were selected from all the Zones. Simple

random sampling technique was used to select the actual schools from the zones. All the

principals from the 176 selected schools were used for the study.

Proportionate random sampling technique involving the use of 10% was used to

select a total of 1,012 teachers from the selected schools, yielding a total of 1,188

86

respondents The use of 50% to select the 176 schools and 10% to select the 1012

teachers, was justified by Nwanna’s (1981).He asserted that if the population of a study is

a few thousands, a 10% sample will do, while a 40% or more sample will do for a

population of few hundreds. (See appendix C page 143).

Instrument for Data Collection

Two instruments were used for data collection, namely, Checklist and

Questionnaire on Improving Security Situations in Public Secondary Schools .The

Checklist has three sections A, B, and C. Section A contains the Bio-data of the

respondents while Section B elicits information on security devices available for effective

improvement of security situations. Section C contains items on Emergency and

Responses Plans available for managing security threats in public secondary schools. The

checklist contains 27 items which are rated as ‘available’ and ‘not available’.

The second instrument is a four- point scale Questionnaire on Security

Management in Public Secondary Schools (QSSMPSS). It was structured to cover the

measures to be adopted in managing school plant facilities, security prevention strategies

and ways of improving security of staff and students in public secondary schools. The

instrument contains 51 items which are rated as Strongly Agree, Agree, Disagree and

Strongly Disagree. The instruments and some items were adapted from the materials

obtained online, while some other items were developed from the literature reviewed by

the researcher.

Validation of the Instrument

The instruments were faced-validated by three experts from the Faculty of

Education University of Nigeria, Nsukka. One from the Department of Science Education

(Measurement and Evaluation unit) and one each from Educational Technology and

87

Education Administration and Planning, respectively. The experts were requested to

validate the instruments in terms of clarity, usability and suitability.

Reliability of the Instrument

The internal consistency reliability of improving security situations in public

secondary schools was determined from the responses of ten principals and twenty

teachers from twenty public secondary schools in Obollor-Afor Education zone in Enugu

State. The reliability coefficient of .91 was determined from the instrument using

Crombach-Alpha formular.

However, the internal consistency reliability was determined for the six clusters

and they yielded the following: Cluster A .31, Cluster B .97, Cluster C .77, Cluster D .83,

Cluster E .79, Cluster F .90 respectively(See Appendix G).

Method of Data Collection

The researcher with the aid of six research assistants administered the instruments

to the respondents and collected them on the spot, as much as possible. Where it was not

possible to collect the completed questionnaires on the spot, repeated visits were made.

The research assistants were trained on how to guide the respondents to answer the

questions correctly and another retrieve the instruments.

Method of Data Analysis

Frequencies and percentages were used to answer the research questions 1 and

2.The benchmark is 50 and any item that had a mean score of 50 and above was accepted

while any below is rejected. For research numbers 3, 4, 5, 6 mean and standard deviation

were used. Any item above 2.5 is accepted while anyone below was rejected. The t-test

statistic was used to test the hypotheses at alpha level of 0.05 to determine the

significance of the differences.

88

CHAPTER FOUR

PRESENTATION OF RESULTS

This chapter presents results of data analysis based on six research questions and

four will hypotheses that guided the study. Results are presented individually in tables

according to the order of the research questions and hypotheses. The sample size for this

study is 1188 but the number used for the study was 1184. This was as a result of number

of questionnaires that was collected from the field.

Research Question I

What are the security devices that are available for improving security situations in public

secondary schools in North central state?

Table 1: Frequencies (F) and Percentages (%) of the respondents on available devices for

the management of security in public secondary schools

S/NO ITEMS F % DECISION

1. Video surveillance (CCTV) 328 27.6 NA

2. Access control 328 27.6 NA

3. Central communication centre 393 30.1 NA

4. Staff and students ID cards 318 26.9 NA

5. Visitors guidelines 394 33.3 NA

6. Burglar bars on the windows 504 42.6 NA

7. Iron doors 570 48.1 NA

8. A lightening system on sensitive areas 717 60.6 A

9. Security lightening, illuminating paths. 757 63.9 A

10. Secured car parking 556 47.0 NA

11. Manned control room with 24 hours operators 1001 84.5 A

12. Metal dictators 667 56.3 A

13. Armed response service 770 65.0 A

14. Sprinkler system to control fire damage 437 36.8 NA

15. Perimeter fencing of the school 433 36.4 NA

KEY: NA = Not available, A = Available

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89

Data in table 1 showed that items 1, 2, 3, 4, 5, 6, 7, 10, 13, 14, 15 had frequencies of 328,

393, 318, 394, 504, 570, 556, 437, and 433 with the corresponding percentages as 27.6,

27.8, 30.1, 26.9, 33.3, 42.6, 48.1, 47.0, 36.8, and 36.4 respectively, while items 8, 9, 11,

12, and 13 have their frequencies as 717, 757, 1001, 667, and 770 respectively and their

percentages as 60.6, 63.9, 84.5, 56.3 and 65.0 respectively. Meanwhile, the benchmark

for the whole items is 50%. Indicating that the security devices for improving security in

public secondary schools are not generally available in the public secondary schools in

North Central Zone.

From the analysis however, it can be concluded that such security devices and

facilities as security lightening system, a lightening system illuminating sensitive areas,

manned control rooms, metal dictators were found available in some of the public

secondary schools while a good number of them such as closed circuit television, access

control, sprinkler system, visitors guide lines, iron doors, were not found available.

Research Question 2

What are the available emergency responses plans for managing security threats in

public secondary schools in North Central Zone?

Table 2: Frequencies (F) and Percentages (%) of respondents on available emergency

responses plans for managing security threats in public secondary schools

S/NO ITEMS F % DECISION 16. Emergency response team 829 70.00 A 17. Fire extinguisher 320 26.9 NA 18. School ambulance 1015 85.7 A 19. Offsite evacuation 414 34.8 NA 20. Fire blanket 449 37.8 NA 21. Sand bucket 234 19.7 NA 22. Communication/recorder 776 65.5 A 23. Emergency medical bags 449 37.8 NA 24. Students counselling services 464 39.2 NA 25. Students Roll call 197 16.6 NA 26. Bell signals 479 40.5 NA 27. Emergency PTA meeting 441 37.2 NA

KEY: NA = Not available, A = Available

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Data in table 2 that items 16, 18, 22 had frequencies of 829, 1015, and 776 with their

corresponding percentages as 70, 85.7 and 65.5 while items 17, 19, 20, 21, 23, 24, 25, 26,

and 27 with their corresponding percentages as 26.9, 34.8, 37.8, 19.7, 37.9, 39.2, 16.6

40.5 and 37.2 respectively. With the benchmark of 50%, all their items below 50%

benchmark are not generally available while others above 50% are found available.

From the analysis, it can be seen that only few emergency response plans such as

emergency response team, communication recorder and ambulance can be found in some

of the public secondary schools in North Central Zone. Other emergency response plans

such as fire extinguisher, off site evacuation, fire blanket, sand bucket and emergency

medical bags are not found available in the public secondary schools.

Research Question 3

What ways can the security of staff be improved in public secondary schools?

Table 3: Mean (X-

) and Standard Deviation (SD) ratings by the respondents on ways of improving security of staff in public secondary schools in North Central Zone.

KEY: NA = Not available, A = Available

S/NO

ITEMS

X-

P SDP

X-

T SDT

X-

g SDg

DECISION

28. By introducing staff ID card with security seal to avoid fake

3.33 .74 3.23 .74 3.25 .74 A

29. By introducing staff code of conduct to check abnormal behaviours

3.35 .53 3.38 .59 3.38 .58 A

30. By introducing school counselling Services

3.26 .47 3.29 .56 3.29 .55 A

31. Providing conflict resolution services 3.33 .55 3.27 .70 3.28 .68 A

32. By organizing staff development programmes

3.07 .75 3.27 .72 3.24 .73 A

33. Having school authorities support teachers to promote good relationship among them

3.01 .87 3.20 .70 3.17 .09 A

34. Creating community mediation with schools to help support school activities

3.26 .79 3.23 .67 3.23 .69 A

35. Staff briefing on safety and security 3.49 .50 3.47 .53 3.47 .52 A

36. Fencing of staff quarters where available 2.89 .99 2.89 .92 2.98 .93 A

37. By constantly conducting security survey in the schools to control the movement of weapons

3.26 .63 3.35 .68 3.33 .67 A

Custer mean 3.25 .35 A

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Data table 3 shows that all the items in the cluster from 28 – 37 have the grand means of

teachers and principal responses as; 3.25, 3.38, 3.29, 3.28, 3.24, 3.17, 3.24, 3.17, 3.23,

3.37, 3.89, 3.33 respectively and the cluster means as 3.25. This indicates that all the

respondents agree in all the suggested ways of improving the security of staff in public

secondary schools.

From the analysis however, it can be concluded that improving security of staff in

public secondary schools in North Central Zone can be done by introducing staff identity

cards, introducing code of conducts, staff development programmes, having staff

briefings, fencing of staff quarters, conducting security surveys in schools and creating

community mediation services with schools to help support school activities.

Hypothesis 1

Principals and teachers do not significantly differ in their mean ratings on the ways

security of staff can be improved

Table 4: t-test on principals and teachers’ responses on improving security of staff.

S/NO ITEMS STAFF N X-

SD T P DECISION

28. By introducing staff ID card with security seal to avoid fake

Principal Teacher

172 1012

3.33 3.23

.74

.74 1.602 .109 NS

29. By introducing staff code of conduct to check abnormal behaviours

Principal Teacher

172 1012

3.35 3.38

.53

.59 -.581 .561 NS

30. By introducing school counselling Services

Principal Teacher

172 1012

3.26 3.29

.47

.56 -.728

.467 NS

31. Providing conflict resolution services Principal Teacher

172 1012

3.33 3.27

.55

.70 1.095 .275 NS

32. By organizing staff development programmes

Principal Teacher

172 1012

3.07 3.27

.75

.73 -3.315 .001 S

33. Having school authorities support teachers to promote good relationship among them

Principal Teacher

172 1012

3.01 3.20

.81

.90 -2.497 .013 S

34. Creating community mediation with schools to help support school activities

Principal Teacher

172 1012

3.26 3.23

.79

.67 .401 .689 NS

35. Staff briefing on safety and security Principal Teacher

172 1012

3.49 3.47

.50

.53 .437 .662 NS

36. Fencing of staff quarters where available Principal Teacher

172 1012

2.89 2.89

.99

.92 -.036 .971 NS

37. By constantly conducting security survey in the schools to control the movement of weapons

Principal Teacher

172 1012

3.26 3.35

.63

.68 -.516 .130 NS

Overall Mean Principal Teacher

172 1012

3.23 3.26

.33

.36 -1.146 .252 NS

92

STAFF N X

- SD T df Sig

PRINCIPAL 172 3.23 .33 -1.146 1182 .252

TEACHERS 1012 3.26 36

KEY: NS = Not significant, S = Significant

An independent sample t-test was conducted to compare the principals’ and

teachers’ responses on ways of improving staff safety and security. There was no

significant difference in scores for principals (X-

= 3.23, SD = .33) and teachers (X-

=

3.26, SD = .36; t (1182) = -1.146, P = .252 two tailed. The null hypothesis was not

rejected. However, the null hypothesis of no significant difference was not upheld for all

the items. Items 32 and 33 were significant but were not sufficient enough to generalize

significant difference for all the items.

Research Question 4: What arrangements should be put in place to improve security of

learners in public secondary schools?

93

Table 5: Mean (X-

) and Standard Deviation (SD) by respondents on arrangement for

improving learners security

(No = Principal = 172; Teacher = 1012)

KEY= A = Accepted, R = Rejected

Data in table 5 show that items 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 51

52, 53 had their mean ratings as 3.43, 3.19, 3.44, 3.46, 3.39, 3.28, 3.53, 3.55, 3.38, 3.45,

3.32, 3.19, 3.44, 3.38, 3.51 respectively. This shows that the respondents agree on the

suggested arrangements of improving learners security. Meanwhile table item 50 in the

S/NO ITEMS X-

P SDP X-

T SDT X-

g SDg DECISION

38. By having emergency response plans 3.48 .53 3.42 .54 3.43 .54 A

39. Constant student’s briefing and drills especially on safety and security matters

3.14 .48 3.20 .52 3.19 .51 A

40. Having wireless unified communication network for easy communication between the security workers and the management

3.44 .67 3.44 .64 3.44 .65 A

41. Constant searches of students lockers to seize weapons and dangerous objects.

3.88 .67 3.47 .55 3.46 .57 A

42. Providing lists of contra bound materials which should not be found with the students.

3.47 .50 3.78 .79 3.39 .48 A

43. Having adult supervisors in the hostels 3.15 .69 3.30 .58 3.28 .61 A

44. By providing students with id cards 3.64 .59 3.51 .61 3.53 .60 A

45. By having badges attached to their uniforms 3.60 .49 3.55 .53 3.55 .52 A

46. Having prevention measures for bullying. 3.34 .52 3.39 .52 3.38 .52 A

47. Implementing discipline management by the school authorities to control violence

3.45 .50 3.35 .50 3.45 .50 A

48 Encouraging positive school climate by having a good rapport between students and teachers

3.11 .70 3.36 .63 3.32 .65 A

49. Developing fast ways of evacuation in case of emergency

3.22 .88 3.18 .77 3.19 .78 A

50. Involving students in the security plan 1.07 .32 1.03 .17 1.03 .19 R

51. Having security officers in the school at the entrance to control the influx of hoodlums

3.52 .53 3.42 .52 3.44 .53 A

52. Perimeter fencing of the school compound 3.31 .46 3.39 .53 3.38 .52 A

53 Classroom supervision 3.48 .50 3.51 .52 3.51 .52 A

Cluster mean 3.21 .34 A

94

table shows a mean rating of 1.03 indicating that the respondents strongly disagree

involving students in the security plans. However, the cluster mean of 3.2 indicates that

respondents agree on the suggested arrangement on improving learners’ security.

Looking at the analysis, it can be concluded that for improving security of

learners, such measures as having emergency response plans, constant students’ briefings

on security matters, constant searchers of students’ lockers to seize weapons, providing

list of contra-bound materials which should not be found with the students, having adult

supervisors both in the hostels and classrooms, providing students’ identity cards, having

badges attached to their uniforms, implementing discipline management, developing fast

ways of evacuation in case of emergencies and having security officers in the school

should be put in place.

Hypothesis 2

There is no significant difference between the mean responses of principals and

teachers on the arrangement to be put in place for learners’ security.

95

Table 6: t-test on measures for improving learners’ security

S/NO

ITEMS

STAFF

N

X-

SD

t

P

DECISION

38. By having emergency response plans Principal Teacher

172 1012

3.48 3.42

.53

.54 1.184 .237 NS

39. Constant student’s briefing and drills especially on safety and security matters

Principal Teacher

172 1012

3.14 3.20

.48

.52 -1.461 .145 NS

40. Having wireless unified communication network for easy communication between the security workers and the management

Principal Teacher

172 1012

3.44 3.44

.69

.64 .003 .998 NS

41. Constant searches of students lockers to seize weapons and dangerous objects.

Principal Teacher

172 1012

3.38 3.47

.70

.55 -1.681 .094 NS

42. Providing lists of contra bound materials which should not be found with the students.

Principal Teacher

172 1012

3.47 3.38

.50

.49 2.129 .034 S

43. Having adult supervisors in the hostels Principal Teacher

172 1012

3.15 3.30

.69

.59 -3.198 .001 S

44. By providing students with id cards Principal Teacher

172 1012

3.64 3.51

.59

.61 2.611 .010 S

45. By having badges attached to their uniforms

Principal Teacher

172 1012

3.60 3.55

.49

.53 1.447 .149 NS

46. Having prevention measures for bullying.

Principal Teacher

172 1012

3.34 3.39

.52

.52 -1.025 .306 NS

47. Implementing discipline management by the school authorities to control violence

Principal Teacher

172 1012

3.45 3.46

.50

.50 -.142 .887 NS

48 Encouraging positive school climate by having a good rapport between students and teachers

Principal Teacher

172 1012

3.11 3.36

.70

.63 -4.482 .000 S

49. Developing fast ways of evacuation in case of emergency

Principal Teacher

172 1012

3.22 3.18

.88

.78 .469 .639 NS

50. Involving students in the security plan Principal Teacher

172 1012

1.07 1.03

.32

.16 1.746 .083 NS

51. Having security officers in the school at the entrance to control the influx of hoodlums

Principal Teacher

172 1012

3.52 3.42

.53

.52 2.293 .022 S

52. Perimeter fencing of the school compound

Principal Teacher

172 1012

3.31 3.39

.46

.52 -2.185 .030 S

53 Classroom supervision Principal Teacher

172 1012

3.48 3.51

.50

.52 -.641 .522 NS

Overall Mean Principal Teacher

172 1012

3.24 3.25

.22

.20 -830 .406 NS

96

STAFF N X-

SD T df Sig

PRINCIPAL 172 3.24 .22 -830 1182 .406

TEACHERS 1012 3.25 20

An independent sample t-test was conducted to compare the principals’ and

teachers’ responses on measures for improving students’ safety and security. There was

no significant difference in scores for principals (X-

= 3.24, SD = .22) and teachers (X-

=

3.25, SD = 20) t (1182) = -.830, p = .406 two tailed. Therefore, the null hypothesis was

accepted.

Research Question 5

What security measures should be adopted in managing school plants in public

secondary schools?

Table 7: Mean (X-

) and Standard Deviation (SD) by the respondents on security

measures that should be adopted in managing school plants.

KEY: A = Available

S/NO ITEMS X-

P SDP X-

T SDT X-

g SDg DECISION 54 Having crisis response team development

for emergencies 3.24 .78 3.18 .67 3.19 .69 A

55. Having constant school site surveys 3.37 .61 3.35 .55 3.35 .56 A

56. Building school safety expectations into school programmes

3.13 .51 3.28 .58 3.26 .57 A

57. Building a net-work of parents and community volunteers in the school compound for easy communication

3.23 .85 3.14 .79 3.15 .80 A

58. Having a model school safety plan 3.21 .54 3.34 .58 3.32 .58 A

59. Establishing security audits for checking damaged equipment and facilities that needs repair

3.19 .51 3.23 .56 3.22 .55 A

60. Training programmes for educators and principals on school safety and crises response.

3.26 .51 3.31 .52 3.30 .52 A

61. Improving emergency equipment in schools 2.96 .69 3.13 .68 3.10 .69 A

62. Providing ID card scanner for checking fake ID cards

3.03 .96 3.05 .81 3.05 .83 A

Cluster mean 3.21 .34 A

97

Table 7 shows that items 54 to 62 had mean ratings of 3.19, 3.35, 3.26, 3.15, 3.32, 3.22,

3.30, 3.10 and 3.05. This indicates that the respondents agree on all the security measures

that should be adopted in managing school plants. The cluster mean of 3.21 also indicated

that the respondents agree on the suggested measures that should be adopted in managing

security of school plants.

From the analysis, it can be concluded that for managing safety and security of

school plants, there should be such as measures having crisis response team development

for emergencies, constant school site surveys, building school safety expectations into

school programs, building a network of parents and community volunteers in the school

compound, having a model school safety plan, establishing security audit for checking

damaged equipment, training program for the staff and improving emergency equipment

in the school.

Hypothesis 3

Principals and teachers do not significantly differ in their mean ratings on the

security measures which will be adopted in managing school plants

Table 8: t-test on measures for managing security plants

S/NO ITEMS STAFF N X-

SD t P DECISION 54 Having crisis response team development for

emergencies Principal Teacher

172 1012

3.24 3.18

.78

.70 .985 .326 NS

55. Having constant school site surveys Principal Teacher

172 1012

3.37 3.35

.61

.55 .526 .599 NS

56. Building school safety expectations into school programmes

Principal Teacher

172 1012

3.13 3.28

.51

.58 -3.319 .001 S

57. Building a net-work of parents and community volunteers in the school compound for easy communication

Principal Teacher

172 1012

3.23 3.14

.85

.79 1.322 .187 NS

58. Having a model school safety plan Principal Teacher

172 1012

3.21 3.34

.54

.58 -2.881 .004 S

59. Establishing security audits for checking damaged equipment and facilities that needs repair

Principal Teacher

172 1012

3.19 3.23

.51

.56 -1.017

.310 NS

60. Training programmes for educators and principals on school safety and crises response.

Principal Teacher

172 1012

3.56 3.31

.51

.52 -1.162 .245 NS

61. Improving emergency equipment in schools Principal Teacher

172 1012

2.96 3.13

.69

.68 -2.980 .003 S

62. Providing ID card scanner for checking fake ID cards

Principal Teacher

172 1012

3.03 3.05

.96

.81 -.238 .812 NS

Overall Mean Principal Teacher

172 1012

3.18 3.22

.35

.33 -1.491 .136 NS

98

STAFF N X-

SD T df Sig

PRINCIPAL 172 3.18 .35 -1.491 1182 .136

TEACHERS 1012 3.22 33

An independent samples t-test was conducted to compare the principals’ and teachers’

responses on measures for managing security plants. There was no significant difference

in scores for principals (m=3.18, SD=.35) and teachers (m=3.22, SD=.33) t (1182) = -

1.491, p=.136 two tailed. The null hypothesis therefore was accepted.

What security threats prevention strategies are needed in public secondary schools

in North Central Zone?

S/NO ITEMS X-

P SDP X-

T SDT X-

g SDg DECISION 63 Adopting crime prevention environmental

design 3.34 .65 3.31 .59 3.31 .60 A

64. Organizing safety programmes in schools 3.14 .54 3.30 .53 3.28 .54 A 65. Establishing school patroller programme 2.85 .85 3.03 .65 3.00 .68 A 66. Having a written down safety policy 3.03 .58 3.14 .68 3.13 .60 A 67. Creating conducive educational school

climate by ensuring that all the equipment and devices are functioning correctly

3.33 .58 3.27 .47 3.28 .49 A

68. Having code of conduct for teachers to control their behaviour

3.33 .51 3.43 .52 3.42 .52 A

69. Having code of conduct for students 3.44 .58 3.36 .53 3.37 .54 A 70. Perimeter fencing of the entire school

compound 3.33 .56 3.40 .53 3.39 .54 A

71. Having adequate lightening system 2.94 .64 3.19 .51 3.16 .54 A 72. Having school safety teams 3.11 .83 3.19 .60 3.18 .64 A 73. Developing school – community-

government partnership to help the school security agents

3.83 .80 3.01 .80 3.99 .81 A

74. Having security communication device (Two-way-radio)

3.03 .93 3.11 .73 3.10 .76 A

75. Making use of emergency management agency and law enforcement personnel

3.11 .58 3.18 .73 3.17 .71 R

76. Having constant maintenance of school facilities in other to forestall breakdown and discipline of security matters

3.36 .72 3.19 .83 3.21 .82 A

77. Having a strong discipline management 3.35 .54 3.40 .58 3.39 .57 A Cluster mean 3.22 .26 A

KEY: A = Agree

99

Data in table 9 shows that items 63 – 77 have mean ratings of 3.31, 3.28, 3.00, 3.13, 3.28,

3.42, 3.37, 3.39, 3.16, 3.18, 3.99, 3.10, 3.17, 3.21 and 3.39 respectively, indicating that

the respondents agree on all the security threats prevention strategies. The cluster mean of

3.22 also reflect the general acceptability of respondents on the suggested security threats

prevention strategies.

From the analysis, it can be concluded that the security prevention strategies

needed in public secondary schools are adopting crime prevention design, organizing

safety prevention programmes in the school, establishing school patrol programme,

having a written down safety policy, creating conducive educational school climate,

having code of conduct for teachers and students, perimeter fencing, having adequate

lighting system, having safety teams, making use of emergency management agency,

having constant maintenance of school facilities and a strong discipline management.

Hypothesis 4

The difference in the mean ratings of principals and teachers do not significantly differ on

the threat prevention strategies needed in the schools.

100

Table 10: t-test on security threats prevention strategies

STAFF N X-

SD T df Sig

PRINCIPAL 172 3.17 .31 -2.580 1182 .011

TEACHERS 1012 3.23 .24

An independent sample t-test was conducted to compare the principals’ and teachers’

responses on security threat prevention strategies. There was significant difference in

score for principals (X-

=3.17, SD=.31) and for teachers (X-

=3.23, SD= .24) t (1182) = -

2.580, p=011 two tailed. Therefore, the null hypothesis was rejected.

S/NO

ITEMS

STAFF

N

X-

SD

T

P

DECISION

63 Adopting crime prevention environmental design

Principal Teacher

172 1012

3.34 3.31

.65

.58 .583 .560 NS

64. Organizing safety programmes in schools Principal Teacher

172 1012

3.14 3.30

.54

.53 -3.595 .000 S

65. Establishing school patroller programme Principal Teacher

172 1012

2.85 3.03

.83

.65 -2.732 .007 S

66. Having a written down safety policy Principal Teacher

172 1012

3.06 3.14

.53

.62 -1.678 .094 NS

67. Creating conducive educational school climate by ensuring that all the equipment and devices are functioning correctly

Principal Teacher

172 1012

3.33 3.27

.51

.52 1.273 .204 NS

68. Having code of conduct for teachers to control their behaviour

Principal Teacher

172 1012

3.33 3.43

.51

.52 -2.581 .010 S

69. Having code of conduct for students Principal Teacher

172 1012

3.44 3.36

.58

.53 1.523 .129 NS

70. Perimeter fencing of the entire school compound

Principal Teacher

172 1012

3.33 3.40

.56

.53 -1.483 .138 NS

71. Having adequate lightening system Principal Teacher

172 1012

2.94 3.19

.64

.51 -5.748

.000 S

72. Having school safety teams Principal Teacher

172 1012

3.11 3.19

.83

.60 -1.219 .224 NS

73. Developing school – community-government partnership to help the school security agents

Principal Teacher

172 1012

2.83 3.01

.80

.81 -2.818 .005 S

74. Having security communication device (Two-way-radio)

Principal Teacher

172 1012

3.03 3.11

.93

.73 -1.160 .246 NS

75. Making use of emergency management agency and law enforcement personnel

Principal Teacher

172 1012

3.03 3.11

.93

.73 -1.160 .246 NS

76. Having constant maintenance of school facilities in other to forestall breakdown and discipline of security matters

Principal Teacher

172 1012

3.36 3.19

.72

.83 2.562 0.11 S

77. Having a strong discipline management Principal Teacher

172 1012

3.35 3.40

.54

.58 -.986 .324 NS

Overall Mean Principal Teacher

172 1012

3.17 3.23

.31

.24 -2.580 .011 S

101

Summary of Findings

1. Some devices for the improvement of security in the public secondary schools such as

central communication centre, staff and students identity cards, visitors’ guild lines,

burglary bars, iron doors, secured car parks are available, while a good number of the

devices such as closed circuit television, access control, security lightening, sprinkler

system to control fire and damage, armed responses service are not available.

2. There are only few of the emergency response plans available in the school they

include; schools, students’ counselling services, students’ roll call, bell signals and

emergency PTA meetings. Others like emergency response team, fire extinguisher,

school ambulance, offsite evacuation, fire blankets, and sand buckets are not

available.

3. The teachers and principals agree on the introduction of staff identity cards, staff code

of conduct, organizing staff development programmes, fencing of staff quarters and

conducting security surveys in the school as ways of improving safety and security of

staff in public secondary schools.

4. Teachers and principals agree on having emergency response plans, constant students’

briefing and drills on security matters, constant searches of students’ locker and boxes

to seize weapons and dangerous objects, providing list of contra-bound materials

which should not be found with the students, having adult supervision in the

hostels/classrooms and implementing discipline management by the school authority

to control violence as arrangements on improving staff security in public secondary

schools.

5. Teachers and principals agree on having crises response team development for

emergencies, having constant school site surveys, having a model school safety plan,

establishing security audit, improving emergency equipment in the school and having

102

training programs for staff on school crises as security measure that should be adopted

in managing school plants.

6. Teachers and principals agree on security threats prevention strategies such as

adopting crime prevention, environmental design, organizing safety programmes in

the school, establishing school patroller programme, having code of conduct for staff

and students.

7. There was no significant difference in the mean ratings of teachers and principals on

the ways safety and security of teachers can be improved in the public secondary

schools in North Central Zone.

8. There was no significant difference in the mean ratings of teachers and principals on

the arrangement to be put in place for security of students in the public secondary

schools.

9. There was no significant difference in the mean ratings of teachers and principals on

measures for managing security plants public secondary schools.

10. There was significant difference in the mean ratings of teachers and principals on

security threats prevention strategies public secondary schools.

103

CHAPTER FIVE

DISCUSSION, CONCLUSION, IMPLICATIONS AND RECOMMEDAT IONS

In this chapter, the findings of the study based on six research questions and four

null hypotheses that guided the study were discussed. The conclusion, educational

implications, recommendations, limitation of the study, suggestions for further research

and summary of the whole study were also presented.

Discussion of Results

Discussion of the findings is presented under the following sub-headings:

a. Available devices for the improvement of security in public secondary schools in

North Central Zone.

b. Available emergency response plans for managing security threats in public

secondary schools in North Central Zone.

c. Ways of improving security of staff in the public secondary schools.

d. Measures for improving student’s security in the public secondary schools.

e. Measures for managing security of school plant in the public secondary schools.

f. Security threats prevention strategies needed in public secondary schools in North

Central Zone.

Available Devices for Managing Security in the Public Secondary Schools

Security devices are needed to check the security threatening situation which

causes danger and disaster in the learning environment. They are needed if the

management want the goals and objectives of setting the school which is teaching and

learning to be achieved effectively. From the result of the respondents, devices like video

surveillance which is an excellent tool and a great contribution to the safety of school

environment and which aids at reducing the opportunities to commit crimes and to

increase the likelihood that someone will be caught are not found. Other security devices

103

104

like access control which help in monitoring movement of touts and intruders into the

school compound were not available in the schools studied.

Metal dictator which is used to identify an individual entering the school

compound with dangerous weapons was not found available in most of the public

secondary in North Central Zone. Perimeter fencing which was discovered in some of the

schools was just like a mockery. This is because most of the walls were broken while

some parts collapsed completely, thus creating free entrances into the school from every

side. This is in line with the study conducted by Eric, (2009) on “incidence and accidents”

implanting the safety regulations prescribed by the South African school Acts, that

security cameras, metal dictators, pass keys, access control should be provided in the

schools and that until these devices are effectively and strategically placed in areas of

concern and having diligent staff monitoring and operating these devices to their fullest

capacity, there will be no safety and security in the public secondary schools.

Also, the issue of having manned daily control room with 24 hours operators and

providing of video surveillance (CCTV) in the schools were virtually found available in

most of the public secondary schools. The problem may be as a result of lack of finance,

lack of interest or laxity on the part of the management. This study is in line with the

study conducted by Shannon (2006) who posited that the governing body of the schools

he studied were not trained in fund raising, maintaining of school buildings and grounds

so that they remain safe for learners and educators.

Available Emergency Response Plans for Managing Security Threats in the Public

Secondary Schools

Results obtained from the study show that emergency response plans which

address threat prevention, emergency preparedness, traffic and crisis intervention are not

available except in few schools. The effective management of emergencies in schools

require both having emergency preparedness like fire extinguishers, school ambulance

105

which are very useful in the face of accident, offsite evacuation, fire blanket in the case

of emergency fire outbreak were not found available. The reason may be because most of

the schools have not encountered such disasters or emergency cases and so they saw no

need to have them available in the schools. From the findings of the study none of the

schools could boast of a good communication system (Rugar 2010). Emergency response

team who will always be responsible for directing response actions from a designated

command post in the face of emergency were not also available in the schools.

The findings of this study are in line with Rugar (2010) who posited that the level

of emergency preparedness, prevention, mitigation and awareness in many public schools

are too poor. The researcher also observed that there are no disaster management policy

and emergency equipment in many of the public schools. However, the result obtained

proved that a good number of the public secondary schools were having counselling

services, roll call culture, bell signals, and P.T.A meetings. This agreed with the findings

of Ducan and Enose (2010), that the implementation of some of the emergency security

measures are satisfactory as evidenced in the schools studied. Their results prove that the

schools studied had fire extinguishers, dormitories with burglary proof and emergency

doors.

Ways of Improving Security of Staff in the Public Secondary Schools

The findings of this study indicated that it is acceptable to have staff ID cards as it

will help to know the identity of each staff and what the staff does. It will also help to

identify fake people and intruders into the schools. Introduction of staff code of conduct

were generally accepted by the respondents. This is because code of conduct will contain

rules which will guide the behaviour of every school staff and the punishment for the

breach of any rule. It was also accepted that there in need for staff development

programmes which are meant to have positive school climates (Cohen 2006).

106

The results also revealed that the introduction of conflict resolution management

programmes to help the staff as well as the students know how to resolve their disputes

and learn constructive approach in settling disputes. On the issue of perimeter fencing, the

results also show that there is a great support from the respondents to have the staff

quarters fenced. In fact, in the school where the learners and the teachers live in the same

school environment, what applies to the learners with regard to safety should also apply

to the teachers. This is in line with the study of Monkwe (2010) who posited that staff has

legislation that protects them at their working environment. This cover issues that

concerns the right of the staff in the employment with a view of making the staff feel safe

and secured in their working environment.

Furthermore, the respondents shows that the development programmes should be

enforced .This is because the meaning of a secure school is the ability of students and

staff to develop relationship that transcend academic and interact under the conditions

that is comfortable to both. This is in line with the work of Mastitsa (2011) on exploration

of safety in township secondary schools. The researcher posited that as with the learner,

the teacher has the right to be safe to school environment. The researcher stated that

everyone, including the teacher has the right to have his/her dignity respected and

protected. To the researcher, teachers have the right to teach and work in a safe and

secured school environment which supports effective discharge of their responsibility.

Measures for Improving Students’ Security in Public Secondary Schools

The findings of the study obtained from the mean score and standard deviation

show that the respondents agreed that there is need to have emergency response plan in

the schools to handle any form of disaster which can occur at any time. They strongly

agreed that there should be constant briefing on security issues, happenings in the school

compound and that there should be constant drills on what can be done in the face of

threats. This is relevant because learners experience incidents that threaten their safety,

107

such as learner violence, learners carrying dangerous weapons to school, outsiders

entering school premises without permission, learners sexually harassed and intimidated

by their teachers.

The results also show that there is need to have constant searches of students’

lockers and boxes to seize weapons and dangerous objects brought to school. This may be

as a result of the fact that some learners may want to retaliate for being bullied and

assaulted by other learners. Such searching is good because some learners come back

with hard drugs and alcoholic drinks or are supplied with these by outsiders who walk

into the school premises unchecked. These substances when taken will lead them to

threaten their lives and other learners’ safety. This is in line with the study conducted by

Hasten (2006) on a safe school and teaching in Malawi. Hasten opined that school should

adhere to the right of protection of learners as stipulated in children’s’ Rights of South

African, section 28. The researcher further suggested that schools should have safety

policies, rules and regulations on how safety will be maintained in the school

environment.

Again, the results revealed that there is the need to have list of contraband

materials given to the students. The reason may be to educate them on things which the

school management permit or does not permit in the school. Having badges attached to

the uniforms was indicated acceptable by the respondents. This will help to check the

problem of truancy or boarding students escaping with the day students.

The result also indicated that there is need for adult supervision in every part of

the school compound such as in hostels and classrooms. This may be to check

misbehaviours which can threaten the lives of others and to maintain order in the school.

This is in line the research conducted by Dewet (2007) on school violence in Lesotho.

The researcher posited that it is the responsibility of the school staff to observe the

learners if they suspect that he/she have been bullied. This is because bullied learners may

108

show strange behaviours. The researcher went further to suggest that trained monitors can

be appointed to watch for bullying in school or even classrooms.

Furthermore, from the result of the analysis it was established that there should be

disciplinary management committee. The essence of discipline in the school is to bring a

kind of order and to get appropriate standard or appropriate rules for engaging in valued

activity. This is in line with the study conducted by Monkwe (2010) on strategies and

policies that secondary schools employ to protect educators and learners in Bakenberg

District. The researcher posited that educators nowadays are face with the challenge of

how to deal with unacceptable behaviours of the learners. The researcher opined that

schools should have disciplinary policy which should be designed with the involvement

of parents and learners representatives and be made available to all stakeholders in the

school.

Security Measures Needed in Managing the Security of School Plant

The study revealed that the respondents agreed that security measures should be

applied to manage school plants. School plant planning such as instructional spacing

planning, administrative space planning, space of convenience and circulation space are

essential in teaching and learning process system. This might be because the extent to

which these spacesare may enhance better teaching and learning depends on their

location, structure and facilities within the school premises. It is likely that well-planned

school plant in terms of structure, safety and security in consideration will facilitate

effective teaching and learning process. This is in line with Odufowokan (2011) who

conducted a study on school plant planning as correlate of students’ academic

performance in South West Nigeria secondary schools. Odufowokan posited that these

resources are the various school physical facilities that are indispensable in the

educational process.

109

It could be inferred from the study that having some measures as developing

crises management and improving emergency response equipment are important. The

reason might be to check emergency occurrences and to reduce much damage. The study

also revealed that establishing security audit for checking damage equipment, structures

and facilities is good. The reason might be some public schools have dilapidated

buildings, broken walls and floor which if attention was would have damage to that extent

but for negligence and carelessness on the part of the management.

The finding of the study is in line with what Isaac and Masibau (2010) stated in

their study on school plant planning and student learning outcome in South Western

public secondary schools in Nigeria, that better school plans will enhance better school

programmes and the community needs by approved safe and secure space for

psychological and physical safety of teachers and students. Examples of such things are

machine system and a structure device to prevent a breakdown of the system thus, allow

the building to remain in the original useful life.

Security Threats Prevention Strategies Needed in Public Secondary Schools

The result of the study revealed that it is necessary that each school should draw a

clear safe plan with rules and regulations which is to guide the behaviours of teacher and

the learners. This might be to make sure that both the teachers and the learners know the

behaviours expected of them. The study also supported that a special in service and safety

training programmes should regularly be organised for teachers as well as the learners.

This is may be to equip them with the modern skills for managing emergency and other

disasters when they occur.

Again the result revealed that there is need for security survey in the public

secondary schools. This can be to have an on-site inspection of security in place to

identify any security weakness. The result also revealed that the respondents agreed that

there should be community involvement on the threat prevention in the public secondary

110

school. The reason may be to keep the relationship between the school and the

community and this is important because parents can make a significant impact on in

reducing school security threats. Thus, safe schools require making communities and

families safe.

The result of the study is in line with what Nonopumelelo (2006) asserted, that

regardless of culture and economic background when parent get involve in school threats

prevention programmes, the attitude of the school toward safety and security is

improved. The finding of the study is also in line with what Smith (2010) asserted in her

study on the role of school discipline in combating violence in public secondary schools,

that involving parents gives them a sense of ownership of anti-violence efforts.

Conclusion

This study investigated the improvement of security situations in public secondary

schools in north central zone of Nigeria. Based on the findings of the study, the

conclusions made indicated that most of the devices for improving of security situations

in public secondary schools were not available in many the schools. The emergency

response plans to be put in place to improve safety and security were found only but few,

and in few schools. The result also showed that both principals and teachers agreed on

introducing staff identity card, introducing staff code of conduct to check abnormal

behaviour, organising staff development programmes, staff briefing on safety and security

matters and fencing of staff quarters where available as the ways of improving security of

staff in public secondary schools. There was also general acceptability of the suggestions

on how to improve on the security of students such as having adult supervisors in

hostels/classrooms providing students with identity cards, having prevention measures for

bullying and constant searches of students’ lockers.

111

Furthermore, the findings of the study indicated that the respondents agreed on the

security measures that should be adopted for managing the security of the school plants

such as having crises response team development for emergencies, having constant school

site surveys and having a model plan. It also proved that the respondents agreed on the

suggested security threats prevention strategies such as making use of emergency

management agency and law enforcement personnel, having constant maintenance of

school facilities in order to forestall breakdown and having a strong discipline

management in the school. However, there was no significant difference in the mean

response of principals and teachers on the ways that security of school staff should

improve. This indicates that both the teachers and principals have the same opinion on

ways security of teachers should improve. The study also indicated that there was no

significant difference between the mean responses of principals and teachers on the

arrangement to be put in place for security of students. This is to say, that the principals

and teachers agreed on the arrangement to be put in place for the safety and security of

the students.

Also, there was no significant difference on the mean scores between the

principals and teachers on the security measures which will be adopted in managing

school plants. From this it can be understood that the principals and the teachers do not

differ in their opinions on the measures to be adopted in managing the security of school

plant. However, there was no significant difference in the mean score of the principals

and teachers on the threats prevention strategies needed in the school. The implication is

that there was a general acceptability by the respondents on the threats prevention

strategies in the public secondary schools in North Central Zone.

Educational Implications

The findings of this study have implications on improvement of security in public

secondary schools. The implication boarders on how to make sure that educators and

112

learner’s are protected within the school premises. The study revealed that almost all the

public secondary schools in the North Central Zone do not have security devices despite

the interdependence of academic achievement and safe environment. The study also

revealed that most schools do not have emergency response plans and so are not ready to

tackle any eventuality which may be physically or emotionally inflicted.

The result also implies that schools should have safe plans which are not only to

protect the learners and staff from harm, but also to prevent harm from occurring. The

implication is that schools management should be prepared to allocate money for

purchasing the relevant security prevention devices in order to respond quickly and

effectively to potential crises.

In addition, the findings of this study implies that the school management should

improve on the school plant by the good maintenance of school buildings, school grounds

in order to free the school environment from dangerous objects which may constitute

threats to the lives of the school members. It is only then that there will be effective

teaching and learning.

Recommendations

Based on the findings of this study the following recommendations are made:

1. In view of the fact that the security devices were not generally available in the

public secondary schools, the school management should take the issue of security

as a matter of priority and so allocate money for the purchasing of such safety and

security building equipment as video surveillance (CCTV), sprinkler system to

control fire damage, metal dictators, iron doors, employ armed response services

and secured car parking.

2. Since emergency response plans/devices for managing security threats are

virtually unavailable in the schools, school management should introduce such

emergency response plans as holding emergency PTA meetings, making students

113

occasional roll calls, establishing student counselling services, having response

team and training the student by bell signals. Management should also put in place

such emergency response devices as, fire extinguishers, fire blanket, sand buckets,

providing off site evacuation, emergency medical bags and school ambulance.

3. The school management should adopt ways of improving security of staff by

introducing staff identity cards with seals to avoid fake, introducing staff code of

conduct, school counselling services and providing conflict resolution services to

keep a positive school climate. More to this, the school management can fence

staff quarters, conduct security surveys in the schools and staff quarters in order to

control the movement of weapons and can always organise staff development

programmes.

4. School management should make arrangements on improving students’ security,

establishing such measures as having constant student briefing and drills

especially on security matters. Also measures such as having constant searches of

student’s lockers to seize weapons and dangerous objects having badges attached

to student’s uniform and implementing discipline management by the school

authority to control threatening behaviours. Furthermore, the school management

should provide the list of contraband materials which should not be found with

students, have constant audit, supervision of both in the hostels and classrooms

and also have security officers in the school entrances to control influx of

hoodlums.

5. Management should provide clear measures be appropriate measures for

managing security of school plants such as having crisis response team for

emergencies, having constant school site surveys, building school safety

expectations into the school programmes, having a model school safety plan. The

school management should also establish security audits for checking damage

114

equipment and facilities, training programmes for educators and principals on

school safety and crises response and improving emergency equipment in schools.

6. Since security is paramount for effective teaching and learning in the school the

management need to adopt threat prevention strategies to keep the environment

safe. This can be done by adopting crime prevention through environmental

design. The reason for this is to increase the ability to monitor and prevent

delinquent behaviours. Other strategies are, having a perimeter fencing of the

entire school, having adequate lightening in the school compound and purchase of

current communication device to pass information quick. There should be

constant maintenance of school facilities in order to forestall breakdown,

establishing school patroller programme, having a written down safety policy,

strong discipline management and developing school-community-government

partnership to help the school security agents.

Limitations of the Study

The main limitation lies on locating the schools since many of the schools were

situated in remote areas with no access roads. This made the work difficult for the

researcher and the assistants. Another problem encountered by the researcher and the

assistants in the course of the research was communication gap since most of the teachers

there could speak only the Hausa language and could neither understand nor speak

English language. Lastly, going there for data collection was risky due to the series of

communal crises prevalent in Benue and Plateu states at the time.

Suggestions for Further Studies

Based on the findings and limitations of this research, the following suggestions

were made.

1. A research could be done on management of emergency situations in public

secondary schools in the North Central zone.

115

2. This study can be replicated using private secondary schools in the North Central

Zone of Nigeria.

3. A study could be carried out on security management practices in public primary

schools in the North Central Zone.

4. Another study could also be conducted on the assessment of security and safety

measures in public schools in South Eastern schools.

Summary of the Study

The study was on the improvement of safety and security management in public

secondary schools in North Central Zone. Six research questions and four null hypotheses

guided the study. The study employed multi-stage random sampling technique to select a

total number of 1188 respondents from 352 public secondary schools in North Central

Zone. Two instruments were used to collect data for this study. Check list on available

devices for the improvement of security situations in public secondary schools and a four

point scale questionnaire on security situations in public secondary schools.

The instruments were administered on the respondents, while the calculated data

were analysed using frequencies, percentages, mean, standard deviation and t-test

statistics. The result revealed that there were only few security devices available for the

improvement of security situations in the public secondary schools such as visitor’s

guideline, iron doors, burglary bars on the windows while other devices such as metal

dictators CCTV, a good lightening system, arm response services and sprinkler system to

control fire damage were not found available. The emergency response plans which are to

be in place to improve security in public secondary schools such as summoning

emergency PTA meetings, having constant students roll calls after emergencies and bell

signals were discovered existing while others such as offsite evacuation, fire blanket, sand

bucket, emergency medical bags and fire extinguishers were not found available.

116

Furthermore, the result revealed that to improve security of staff in public

secondary schools, measures such as fencing of staff quarters, conducting security

surveys in the school to control influx of weapons should be done constantly not only on

students but also on the staff. Also there should be staff code of conduct and staff identity

cards. there was general acceptability of respondents on the measures for managing

security of school plants, such as improving emergency equipment in the schools,

conducting training programmes for educators and the principals on school safety and

crises response. There was also generally acceptability of respondents on the suggested

security threats prevention strategies. It was recommended that the school management

should take issue of safety and security as a priority and so money should be allocated for

purchasing safety and security devices needed in the schools. Again devices for managing

emergency situations should be made available. Emergency response plans and policies

should be made compulsory for every school and schools should purchase fire

extinguishers, fire blanket and sand buckets.

More still, school management should adopt the suggested ways of improving

security of staff as they have the right to be safe in the school environment in order to

discharge their duties as wanted. There should be arrangement to improve students’ safety

and security. It was also recommended that suggested measures for the management of

security of school plants should be implemented and that the suggested security threats. A

further study can also be done on improving security in public secondary schools in any

other geo –political zone in the country in order to find out the state of security in the

public secondary schools.

117

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APPENDIX A

VALIDATION OF INSTRUMENT

Department of Education Foundations University of Nigeria Nsukka.

Sir/Madam

REQUEST FOR VALIDATION OF INSTRUMENT

I am a postgraduate student of the Department of Education Foundations,

University of Nigeria Nsukka, carrying out a study on Security Management

Situations in Public Schools in North Central States.

Attached, is a Check List on available Security devices for Management in

Public Secondary Schools (CLSMPSS) and a Questionnaire on Security Management

in Public Secondary Schools in North Central States.

You are please requested to validate the instrument for clarity and relevance to

the topic.

Thanks for your cooperation in anticipation.

Yours sincerely,

Ike Augustina O.

136

Purpose of the Study

The main purpose of the study is on improving the safety and security management in

public secondary schools in North Central Zone.

Specifically, the study will.

1. ascertain which security and safety devices are available for effective security

management in public secondary schools in North Central Zone.

2. determine emergency response plans to be put in place to improve security in public

secondary schools in North Central Zone.

3. find out what school management should put in place for the security of staff in

public secondary schools in North Central Zone.

4. determine the arrangement to be put in place for improving security of student in

public secondary schools in North Central Zone.

5. find out what measures that should be adopted in managing security of school plant

in public secondary school.

Research Questions

The following research questions have been formulated to guide the study

1. What are the security devices that are available for effective safety and security

management in public secondary school in North Central Zone?

2. What are the emergency respond plans to be put in place to improve security in

public secondary schools in North Central Zone?

3. Which ways can the security of staff be improved in public secondary schools in

North Central Zone?

4. What arrangement should be put in place to improve security of learners in public

secondary schools?

137

5. What security measures should be adopted in managing school plant in public

secondary students in North Central Zone?

Hypotheses

The following null hypotheses are formulated and will be tested at p<0.05 level of

significance

H01 Principals and teachers will not significantly differ in their mean ratings on the

ways security of teachers can be improved.

H02 There is no significant difference in the mean responses of principals and teachers

on the arrangement to be put in place for security of students.

H03 Principals and teachers will not significantly differ in their mean ratings on the

security measures which will be adopted in managing school plants.

H04 The difference in the mean ratings of principals and teachers will not significantly

differ on the threat prevention strategies needed in the schools.

138

APPENDIX B

INSTRUMENT FOR DATA COLLECTION

SECTION A

Bio-Data of Respondents

Name of school:

_________________________________________________

Category of respondents (please tick) Principal ( ) Teacher ( )

Location ________ (please tick) Zone A ( ) Zone B ( ) Zone C ( )

SECTION B

CHECK LIST

CLSSMPSS

CLUSTER A: Available devices for the improvement of security in the

public secondary schools

Devices Available Not available

16. Video surveillance (CCTV) 17. Access control 18. Central communication centre 19. Staff and students ID cards 20. Visitors guidelines 21. Burglar bars on the windows 22. Iron doors 23. A lightening system on sensitive areas 24. Security lightening, illuminating paths. 25. Secured car parking 26. Manned control room with 24 hours

operators

27. Metal dictators 28. Armed response service 29. Sprinkler system to control fire damage 30. Perimeter fencing of the school

139

CLUSTER B: Available emergency response plans for managing security

threats in public secondary schools.

Emergency Response/Plans Available Not Available

16. Emergency response team 17. Fire extinguisher 18. School ambulance 19. Offsite evacuation 20. Fire blanket 21. Sand bucket 22. Communication/recorder 23. Emergency medical bags 24. Students counselling services 25. Students Roll call 26. Bell signals 27. Emergency PTA meeting SECTION C Questionnaire for Data Collection

QSSMPSS

CLUSTER A: ways of improving security of staff in public secondary

schools

Items on improving staff security. Strongly agree

Agree Disagree Strongly disagree

28. By introducing staff ID card with security seal to avoid fake

29. By introducing staff code of conduct to check abnormal behaviours

30. By introducing school counselling Services

31. Providing conflict resolution services 32. By organizing staff development

programmes

33. Having school authorities support teachers to promote good relationship among them

34. Creating community mediation with schools to help support school activities

140

Items on improving staff security. Strongly

agree Agree Disagree Strongly

disagree 35. Staff briefing on safety and security 36. Fencing of staff quarters where

available

37. By constantly conducting security survey in the schools to control the movement of weapons

CLUSTER B: Measures for improving learners’ security. Measures for improving leaner

security S. A A D S.D

38. By having emergency response plans 39. Constant student’s briefing and drills

especially on safety and security matters

40. Having wireless unified communication network for easy communication between the security workers and the management

41. Constant searches of students lockers to seize weapons and dangerous objects.

42. Providing lists of contra bound materials which should not be found with the students.

43. Having adult supervisors in the hostels

44. By providing students with id cards 45. By having badges attached to their

uniforms

46. Having prevention measures for bullying.

47. Implementing discipline management by the school authorities to control violence

48 Encouraging positive school climate by having a good rapport between students and teachers

49. Developing fast ways of evacuation in case of emergency

50. Involving students in the security

141

plan 51. Having security officers in the

school at the entrance to control the influx of hoodlums

52. Perimeter fencing of the school compound

53 Classroom supervision

CLUSTER C: Measures for managing security of school plants in Public secondary schools.

Measures for managing security school plants.

S. A A D S.D

54 Having crisis response team development for emergencies

55. Having constant school site surveys 56. Building school safety expectations

into school programmes

57. Building a net-work of parents and community volunteers in the school compound for easy communication

58. Having a model school safety plan 59. Establishing security audits for

checking damaged equipment and facilities that needs repair

60. Training programmes for educators and principals on school safety and crises response.

61. Improving emergency equipment in schools

62. Providing ID card scanner for checking fake ID cards

142

CLUSTER D: Security threats prevention strategies needed in public

secondary schools.

Security threats prevention strategies.

Strongly Agree

Agree Dis agree

Strong disagree

63 Adopting crime prevention environmental design

64. Organizing safety programmes in schools

65. Establishing school patroller programme

66. Having a written down safety policy 67. Creating conducive educational

school climate by ensuring that all the equipment and devices are functioning correctly

68. Having code of conduct for teachers to control their behaviour

69. Having code of conduct for students 70. Perimeter fencing of the entire school

compound

71. Having adequate lightening system 72. Having school safety teams 73. Developing school – community-

government partnership to help the school security agents

74. Having security communication device (Two-way-radio)

75. Making use of emergency management agency and law enforcement personnel

76. Having constant maintenance of school facilities in other to forestall breakdown and discipline of security matters

77. Having a strong discipline management

143

APPENDIX C

The total number of States, Local Government/Educations zones/Teachers in North

Central Zone

STATES

LOCAL GOVT. AREAS

EDUCATION ZONES

TOTAL NO OF

SCHOOLS IN THE ZONES

TOTAL NO OF

TEACHERS IN THE

SCHOOLS

NO OF TEACHERS USED

NO OF PRINCIPALS

USED.

NIGER

23

3

36

580

58

18

ABUJA

6

6

32

650

65

16

KOGI

20

4

42

900

90

21

PLATEUA

17

4

40

850

85

20

KWARA

16

4

22

1,260

126

11

NASARAWA

13

4

60

2,400

240

30

BENUE

113

3

120

3480

348

60

TOTAL

208

28

352

10120

1012

176

144

APPENDIX D

Sample and Sampling Techniques

� The total number of Education Zones in North Central Zone of Nigeria are 28

� The total number of Public Secondary Schools in North Central Zone were 352

� The total number of teachers in Public Secondary North in Central Zone was 10,

472 comprising of 10, 120 teachers and 352 principals.

STAGES Stage 1: The 352 public secondary schools were listed and stratified according to the

28 education zones.

Stage 2: Proportionate random sampling technique involving 50% was used to draw

appropriate number of schools from each education zone which gave 176

schools. Also proportionate random sampling technique involving 10% was

used to draw a total number of 1,012 teachers.

Stage 3: Simple random sampling technique was used to select the actual schools

sampled in the education zones.