Effects of School-Community Relations on Educational Development in Jigawa State

This study investigates the effects of school-community relations on educational development in public primary and secondary schools in Jigawa State, North West Nigeria. The relationship between schools and their host communities is a critical dimension of educational planning, influencing resource mobilisation, enrolment, parental support, and the sustainability of school improvement efforts. In Jigawa State, where many communities have historically maintained strong indigenous governance structures, the nature of school-community interaction carries particular cultural and institutional significance. The study adopts a descriptive survey design and uses stratified random sampling to select 360 participants including school heads, teachers, community leaders, and parents from four local government areas. Data are collected with questionnaires and analysed using mean scores, standard deviation, and regression analysis. The study is anchored on Epstein's School-Family-Community Partnership Model. Findings reveal that schools with strong and formalised community relations record higher enrolment rates, lower dropout figures, and greater levels of parent participation in school governance. Misunderstandings between school authorities and community leaders over land, curriculum content, and cultural practices are identified as significant barriers to effective partnership. The study recommends the development of community liaison protocols for schools in Jigawa State. Keywords: school-community relations, educational development, community partnership, enrolment, Jigawa State.