SECURITY MANAGEMENT SITUATIONS IN PUBLIC SECONDARY SCHOOLS IN NORTH CENTRAL ZONE OF NIGERIA

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

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

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

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

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

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

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,

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

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

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

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.

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

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

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.

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?

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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