Abstract

The purpose of this study was to assess the extent to which parents are involved in curriculum implementation in
secondary schools in Anambra State of Nigeria as perceived by male and female principals. A research question
and a hypothesis were formulated to guide the study. The survey research design was used. Participants were 257
secondary school principals. A 16-item researcher-developed questionnaire, designed on a 4-point scale, was
used to collect data. Structured interviews were also used. Mean scores, content analysis, frequencies and t-test
were used for data analysis. Findings indicated that in the opinions of male and female principals, there was a
little extent of parental involvement in curriculum implementation. This indicates that irrespective gender, the
principals in this study held a similar view of a little extent of parental involvement to curriculum
implementation in schools. For this trend to improve, school principals and teachers need to make efforts for
reaching and involving members to support curriculum implementation. They should design and implement
strategies that will result in improved involvement, and at the same time, balance involvement vis-à-vis
educators’ professional autonomy.

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