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Open Journal of Educational Development (OJED)
ISSN: 2734-2050
Article Details:
DOI: 10.52417/ojed.v5i1.752
Article Ref. No.: OJED0502005-720
Volume: 5; Issue: 2, Pages: 45-59 (2024)
Accepted Date: 10th September, 2022
© 2024 Emeruwa et al.
Open Journals Nigeria (OJN)
Open Access | Bi-annual | Peer-reviewed
www.openjournalsnigeria.org.ng
editorial@openjournalsnigeria.org.ng
RESEARCH ARTICLE
OJED0502005-720
MANAGEMENT STRATEGIES FOR PHYSICAL SECURITY IN
SECONDARY SCHOOLS IN SOUTH EAST STATES, NIGERIA.
.
*Emeruwa, H. I., Ogbonna, R. N. O. & Afianmagnon, B. E.
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ABSTRACT
Management strategies for physical security in secondary schools involve implementing policies, practices, and technologies to protect
students, staff, and property. The study examined Management Strategies for Physical Security in Secondary Schools in South East States,
Nigeria. At the 0.05 level of significance, three research questions and three hypotheses served as the study's compass. The study included
28, 573 teachers from 942 public secondary schools as its population. The sample comprised a total of 1500 teachers from 272 public
secondary schools selected using disproportionate stratified random sampling techniques. The instrument used for the study was a
questionnaire titled Management Strategies for Physical Security Questionnaire (MSFPSQ) validated by three experts and subjected to a
reliability test using Cronbach Alpha that yielded an index of 0.83 coefficients. Mean statistics was used to answer the research questions
while analysis of variance (ANOVA) was used to test the hypotheses at a 0.05 level of significance. The study revealed that teachers
According to the study's findings, most from South East States, Nigerian teachers concurred that the implementation of emergency
preparedness management strategies, the use of security budgets, and principals' collaboration with the community affected physical
security in secondary schools in the region. To ensure a safe, secure, and conducive learning environment, school administrators were to
intensify their efforts in planning and devising means of countering any uncertainty ranging from the provision of first aid kits, fumigating
the environments, covering gutters, ensuring the perimeter fencing of the schools is fenced, provision of lighting materials, installation of
CCTV to cover blind spots, liaise with community, security agencies and stakeholders for supports.
Keywords: Management Strategies, Physical Security, Principal-ship, Secondary Education, Secondary School.
Department of Educational Administration and Planning, Abia State University Uturu.
*Corresponding Author Email: hilyke77@gmail.com
INTRODUCTION
Secondary education occupies the second and third levels of the education system in Nigeria. The second level of
education in Nigeria is Basic Education which encompasses kindergarten, primary education, and 3 years post -
primary education in junior secondary schools; while the third level of education is the post-Basic Education of 3
years in senior secondary schools and technical colleges. Secondary education is the entire process of human
learning, according to Adesemowo and Sotonade (2022), through which knowledge and faculties are trained and
various skills are developed. Secondary education in Nigeria has two main goals: to prepare students for higher
education and to live productive lives in society. As stated in the Federal Republic of Nigeria's (FRN, 2013)
national policy on education, the goals of secondary education are to inspire students to strive for excellence and
self-improvement and to raise a generation of individuals who can think critically, value hard work, and live as
decent citizens. The objectives of secondary education are achievable, but can only be possible in a safe, secure,
and conducive secondary school environment.
Secondary school is an institution, meant for secondary education and designed to provide a learning environment
and spaces for students to acquire knowledge, skills, and values (United Nations Educational, Scientific and
Cultural Organization [UNESCO], 2022). Secondary schools are of two types, those owned by the government
and those owned and administered by missions, organizations, and or private entities. All secondary schools are
under government control through the Federal Ministry of Education (for unity schools), the State Universal
Education Boards (SUBEB) at the state level, the Universal Basic Education Commission (UBEC) at the federal
level, and the Secondary Education Management Boards (SEMB) for state senior secondary schools. It is through
government control of education that individuals could be influenced to accept their roles in society and enhance
national integration and unity (Anuna and Ofoeze, 2002). The schools that are being owned and administered by
the government are known as public schools and are funded through the tax payer’s money and the extent of
funding is dependent on the competition between education and other sectors of the economy (Mbadiwe and
Nwokocha, 2018).
According to Onye, Anugom, and Obizue (2019), the principal serves as a liaison and interpreter of policies,
goals, and objectives between his school and the community, government, and other public and private
organizations. At the secondary level of education, school principals are the custodians of secondary schools. As
custodians, they are responsible for school resources and materials as well as school programmes and their
implementation which cover day-to-day activities. The principal of a school is the chief executive officer who is
in charge of efficiently managing school resources to achieve the stated goals and objectives of education. The
principal is a school manager. He is the administrative head of a secondary school and he is also called a school
administrator. Isiozor and Ononiwu (2019) opine that a principal carries out administrative tasks to create a safe,
secure, and conducive learning environment for the achievement of the aims of secondary education. Okunamiri
(2010) emphasized that the principal is a key player to the achievement of school objectives because the success
of the school in implementing educational programmes and policies depends largely on him (Okunamiri, 2010).
He coordinates tasks to achieve goals (Ndom-Uchendu and Ogbonna, 2022). Management strategies are the
planned and systematic approaches employed by school administrators to achieve specific objectives. In other
words, management strategies are the actions and measures that the school administrators have put in place for
the achievement of specific objectives such as a safe, secure, and conducive learning environment. Karami (2022)
Emeruwa et al., 2024 OJED 5(2) | 4 6
defined management strategies as a concept that describes the specific measures being executed by the
administrator to achieve his responsibilities. The application of some management strategies by the school
administrators such as emergency preparedness, provision of surveillance-communication gadgets, and
deployment of security barriers are essential for the safety and protection of human, material, and financial
resources from being bullied, intimidated, assaulted, maimed, wounded, harmed, killed, defaced, vandalized,
burnt or destroyed. The concept of physical security is defined as safety, security, and protection from harm and
danger. Payne (2023) describes physical security as a concept that involves the safety and protection of human,
material, and financial resources from being bullied, intimidated, assaulted, maimed, wounded, harmed, killed,
defaced, vandalized, burnt, or destroyed. In schools, human resources are human beings and include the staff,
students, and school visitors. Material resources include facilities (such as school buildings), equipment (such as
generators), and raw materials (textbooks and chalk).
These strategies employed by school principals include emergency preparedness, utilization of the security
budget, and School-community collaboration. An emergency is a sudden, unexpected situation that requires
immediate attention, action, action, or intervention to prevent harm, injury, damage, or loss (International
Organization for Standardization [ISO], 2020). Emergencies often involve risk to life, health, property, or the
environment. Emergencies include natural disasters, assault/bullying/intimidation, medical emergencies,
environmental hazards, and technological failures (Federal Emergency Management Agency [FEMA], 2020).
Natural disasters include earthquakes, hurricanes, and floods. Assault/bullying/intimidation includes terrorism,
violent crime, and cult-related activities. Medical emergencies include heart attacks, injuries, illness, accidents,
snakebies, etc, while environmental hazards include chemical spills and wildfires. Emergency preparedness is the
proactive measures taken by principals to anticipate, prevent, and respond to potential emergencies, disasters, or
disruptions. It involves planning, training, educating, and equipping individuals, organizations, and communities
with resources to effectively manage risk and minimize harm. The components of an emergency preparedness
plan include risk assessment and vulnerability, resource allocation, regular training and exercise, effective incident
command systems and communication protocols, and continued review and evaluation.
The utilization of the security budget for physical security in secondary schools refers to the allocation and
effective use of financial resources to safeguard physical resources and infrastructure. Adequate provision of
physical security requires funding. The funding that is specifically meant for security purposes should be made
available by the government to the school administrators for utilization. When the amount of the grants that are
received is not adequate to cater to all the challenges including putting security measures in place, it is still within
the domain of the school administrators to manage whatever resources they have to ensure that a safe and
conducive learning environment is maintained in the school at all times. The government funds the secondary
schools, even though the amount of the funding may not be adequate to cater to all the challenges being faced in
the school. According to Mbadiwe and Nwokocha (2018:364), “In the financing education sector, the government
ensures ideally that there is a steady inflow of revenue or receipt, on one hand, and an outflow of payment on the
other hand, to ensure that money is always available for the education programmes.” They suggested a periodic
review of the funding system to ensure that it meets up with the challenges of the moment. Funds should be
allocated based on identifiable factors, measures, or variables to achieve the goals of education. Optimal security
Emeruwa et al., 2024 OJED 5(2) | 4 7
budget funding and utilization by school principals can significantly improve physical security in secondary
schools (Bachman, Randolph, and Walker, 2023).
School-community collaboration refers to the partnership between educational institutions and their surrounding
communities to enhance security promote student learning, community development and foster mutual benefits.
School-community collaborations include Parent-Teacher Associations (PTAs) collaboration to financially
support security measures put in place in the school. Community service projects such as volunteer work is also
a form of collaboration to promote social responsibility and community engagement. The school may offer
scholarships to some of the locals while the community supports the school with vigilant youths and other material
donations that may be useful to maintain security. The school may also collaborate with nearby hospitals and
health centres for emergency health service provision (Ferriter, 2023). A strong partnership with local law
enforcement, community organizations, and stakeholders can reduce crime and violence in schools, enhance threat
assessment and response, improve incident reporting and communication, increase community engagement and
vigilance, support student and staff safety training, and foster collaborative problem-solving, thereby enhancing
physical security in schools (Hanson et al., 2024).
SCOPE OF THE STUDY
The study's title is Physical Security Management Strategies for Secondary Schools in South East States, Nigeria.
It is focused on management strategies for physical security in secondary schools in South East States, Nigeria.
The content scope is confined to how indices of management strategies of emergency preparedness, utilization of
security budget, and School-community collaboration employed by principals impacted physical security
effectiveness in secondary schools in South East States, Nigeria. The independent variable of the study is
management strategies while the dependent variable is physical security in Secondary School. Geographically,
this study is limited to the Southeast states (Abia, Anambra, Ebonyi, Enugu, and Imo States) of Nigeria. The
population of the study embraced all the public secondary school teachers in Southeast states, Nigeria. The sample
population was the teachers. They were selected using the stratified random sampling technique.
AIMS AND OBJECTIVES OF THE STUDY
The study aims to ascertain how the management strategies of principals impacted physical security in Secondary
Schools in South East States, Nigeria.
PURPOSE OF RESEARCH
The purpose of this study is on principals’ management strategies and physical security in secondary schools in
South East States, Nigeria. More specifically, the study sought to;
i. Find out how the emergency preparedness of principals influences physical security in
secondary schools in Southeast states, Nigeria.
ii. Determine how the provision of surveillance-communication gadgets of principals impacts
physical security in secondary schools in Southeast States, Nigeria.
iii. Examine how the deployment of security barriers by principals influences physical security in
secondary schools in Southeast States, Nigeria.
iv. Ascertain how utilization of the security budget of principals impacts physical security in
secondary schools in South East States, Nigeria.
Emeruwa et al., 2024 OJED 5(2) | 4 8
v. Assess how school-community collaboration of principals influences physical security in
secondary schools in South East States, Nigeria.
RESEARCH JUSTIFICATION
The findings from this study may be beneficial to researchers, teachers, school administrators, students, and
educational planners. Researchers may benefit from this study as it may contribute to the body of knowledge that
may enrich academic work in the area of educational management and administration and provide the basis for
further research in the area of management strategies and physical security in secondary schools. This study may
benefit teachers as it may enable them to upgrade their knowledge of safe a school environment; thus, promoting
awareness of the need for physical security in the schools, and driving the teachers to support their principals in
maintaining adequate physical security. The school administrators may benefit immensely since developing
management strategies that could boost their administrative abilities are identified. Therefore, applications of the
recommendations from this study may improve their productivity and overall school performance. Findings from
this study may get students exposed to security issues related to their environment and become more careful about
their exposure to security threats. The study may also be of benefit to educational planners by adding to the
database some information that may help in planning for school safety. The study may complement already
garnered data on the management of security challenges to educational administration in Nigeria.
RESEARCH QUESTIONS
To guide this study, the following research questions were posed:
a. To what extent has the emergency preparedness of principals influenced physical security in secondary
schools in Southeast states, Nigeria?
b. To what extent has the utilization of the security budget of principals impacted physical security in
secondary schools in Southeast states, Nigeria?
c. How much have school-community collaborations of principals influenced physical security in secondary
schools in Southeast States, Nigeria?
HYPOTHESES
The following three null hypotheses tested were formulated and tested at a 0.05 level of significance:
a. H01: There is no significant difference between the mean scores of teachers on emergency
preparedness of principals and physical security in secondary schools in Southeast States, Nigeria.
b. H02: There is no significant difference between the mean scores of teachers on the utilization of security
budgets of principals and physical security in secondary schools in South East States, Nigeria.
c. H03: There is no significant difference between the mean scores of teachers on the school-community
collaboration of principals and physical security in secondary schools in Southeast States, Nigeria.
MATERIALS AND METHOD
RESEARCH DESIGN
This study employed a descriptive survey research design to explore the opinions of teachers in secondary schools
in South East States, Nigeria towards management strategies and physical security. This design allows for the
efficient collection of data from a large sample size, using standardized questionnaires. This design enables
Emeruwa et al., 2024 OJED 5(2) | 4 9
quantification of the extent of agreement of teachers on how management strategies employed by principals
influence physical security in secondary schools in South East States, Nigeria. The design also allows for the
generalization of findings to the larger population of teachers in secondary schools in Southeast States, Nigeria
POPULATION OF THE STUDY
This study's target population consisted of 28,573 secondary school teachers from 942 public secondary schools
in Nigeria's Abia, Anambra, Ebonyi, Enugu, and Imo states. While there were 2, 994 teachers spread across 230
public secondary schools in Anambra State, there were 6,158 teachers spread across 146 public secondary schools
in Abia State. There were 3, 499 teachers in 115 public secondary schools in Ebonyi State, 7, 860 teachers in 255
public secondary schools in Enugu State, and 8, 062 teachers in 196 public secondary schools in Imo State.
SAMPLING TECHNIQUE
Using a disproportionate stratified random sampling technique, 1500 teachers from 272 public secondary schools
in the Nigerian states of Abia, Anambra, Ebonyi, Enugu, and Imo were chosen for the study, ensuring that each
of the twenty-seven (27) education zones was fairly represented. In Anambra State, 200 teachers from 47 public
secondary schools made up the sample population, whereas 300 teachers from 41 public secondary schools made
up the sample population in Abia State. The sample population in Imo State consisted of 400 teachers from 89
public secondary schools, 150 teachers from 39 public secondary schools in Ebonyi State, and 450 teachers from
56 public secondary schools in Enugu State.
INSTRUMENTATION
Development of the Instrument
The researcher's self-created "Management Strategies and Physical Security Questionnaire (MSFPSQ)" served as
the data collection tool. It has two (2) sections; Section A obtained information on the personal data of the
respondents, while Section B comprised 15 items in three (3) clusters and contains information on management
strategies and physical security in secondary schools in the South East States, Nigeria. The instrument was
designed using a modified Likert-type scale with four (4) weighted points: strongly agreed (SA), agreed (A),
disagreed (D), and strongly disagreed (SD).
Validation of the Instrument
A team of three experts completed the face and content validity. They were all from the Faculty of Education at
Abia State University, Uturu, and included one (1) from the Department of Educational Administration and
Planning, the other two from the Department of Curriculum and Teacher Education, and the Measurement and
Evaluation unit. Reliability of the 15-item instrument was conducted twice on the same group of secondary school
teachers who were not part of the study. For every test, the alpha coefficient was calculated using the Cronbach
Alpha statistical method. An alpha coefficient of 0.73 was obtained from the first test, and 0.83 was obtained from
the second test, which was given four weeks after the first test. These results indicate that the 15-item instrument
has a comparatively high level of internal consistency. The instrument was therefore considered adequate for the
study.
Emeruwa et al., 2024 OJED 5(2) | 5 0
ADMINISTRATION OF THE INSTRUMENT
The questionnaire was distributed in 1500 copies, but the researcher only managed to retrieve 1000 of them with
the assistance of 15 assistants who had received training on how to define words that seemed unclear and
unintelligible.
METHOD OF DATA ANALYSIS
To address the research questions, the collected data was analyzed using mean statistics, and the hypotheses were
tested at the 0.05 level of significance using One-Way Analysis of Variance (ANOVA).
RESULTS
Although 1500 copies of the instrument were sent to the 27 education zones in the Southeast states of Nigeria,
only 1000 of them were properly completed and compiled. A return rate of 66.67 % is represented by this.
RESEARCH QUESTION ONE
To what extent has the emergency preparedness of principals influenced physical security in secondary schools
in Southeast states, Nigeria?
Table 4: Mean Score Analysis of the Teachers’ Responses on Emergency Preparedness for Physical Security in
Secondary Schools in South East States, Nigeria
S/N
Items
Emergency
preparedness of my
principal
SA
A
D
SD
∑x
x
Decision
1
prevent incidence of
security breaches
such as violent
attacks, vandalism, or
theft
deter
ABIA
580
129
28
5
742
3.58
ANAMBRA
572
123
20
4
719
3.63
EBONYI
584
126
18
4
732
3.64
ENUGU
660
135
22
7
824
3.61
IMO
480
105
16
3
604
3.64
TOTAL
2876
618
104
23
3621
3.62
Agreed
2
deter violence and
cultism related
activities within the
school.
ABIA
588
126
26
5
745
3.59
ANAMBRA
580
120
18
4
722
3.65
EBONYI
592
123
16
4
735
3.66
ENUGU
664
123
20
11
818
3.59
IMO
484
105
16
2
607
3.66
TOTAL
2908
597
96
26
3627
3.63
Agreed
3
improve response
time to incidents and
make the school
environment
conduciveness for
learning to take
place..
ABIA
584
129
24
6
743
3.59
ANAMBRA
576
123
20
3
722
3.65
EBONYI
588
126
18
3
735
3.66
ENUGU
656
135
22
8
821
3.60
IMO
484
105
16
2
607
3.66
TOTAL
2888
618
100
22
3628
3.63
Agreed
4
ABIA
592
123
26
5
746
3.60
Emeruwa et al., 2024 OJED 5(2) | 5 1
deter students from
smoking
psychoactive and
consumption of other
illegal drugs within
the school
compound.
ANAMBRA
584
120
18
3
725
3.66
EBONYI
596
123
16
3
738
3.67
ENUGU
660
132
20
9
821
3.60
IMO
492
102
14
2
610
3.67
TOTAL
2924
600
94
22
3640
3.64
Agreed
5
help in early
detection and
reporting of security
threats and warnings.
ABIA
588
126
24
6
744
4.00
ANAMBRA
580
123
20
2
725
3.66
EBONYI
592
126
18
2
738
3.67
ENUGU
664
135
22
6
827
3.63
IMO
488
105
16
1
610
3.68
TOTAL
2912
615
100
17
3644
3.64
Agreed
Pooled Mean 3.65 (91% agreement)
Table 4 revealed that the principals from Abia, Anambra, Ebonyi, Enugu, and Imo States secondary schools agreed
with all the items on the table. The pooled mean of 3.65 mark which is above the criterion mean mark of 2.50
indicates stronger agreement that emergency preparedness of principals influenced physical security to a very
large extent in secondary schools in South East States, Nigeria.
RESEARCH QUESTION TWO
To what extent has the utilization of the security budget of principals impacted physical security in secondary
schools in Southeast states, Nigeria?
Table 5: Mean Score Analysis of the Principal’s Responses on Utilization of Security Budget for Physical
Security in Secondary Schools in South East States, Nigeria
S/N
Items
Utilization of school
budget of my
principal
SA
A
D
SD
∑x
x
Decision
6
help in construction
of perimeter fencing
round the school
which deter
authorized access and
protect the lives and
properties.
ABIA
560
135
30
7
732
3.54
ANAMBRA
552
126
24
6
708
3.58
EBONYI
564
129
22
6
721
3.59
ENUGU
620
144
28
11
811
3.56
IMO
480
108
16
2
606
3.65
TOTAL
2776
642
120
32
3570
3.57
Agreed
7
lead to fumigation of
the school
environment
ABIA
540
129
32
13
714
3.45
ANAMBRA
532
120
28
11
691
3.50
EBONYI
544
126
24
11
705
3.51
ENUGU
600
138
30
17
785
3.44
IMO
460
102
18
8
588
3.54
TOTAL
2676
615
132
60
3483
3.48
Agreed
8
improve the
provision of first aid
materials and
ABIA
580
126
26
7
739
3.57
ANAMBRA
572
22
4
718
3.63
Emeruwa et al., 2024 OJED 5(2) | 5 2
relevant emergency
kits such as fire
extinguishers in the
school.
EBONYI
584
123
20
4
731
3.64
ENUGU
640
141
24
9
814
3.57
IMO
500
105
12
0
617
3.72
TOTAL
2876
615
104
24
3619
3.62
Agreed
9
improve the
provision of
surveillance-
communication
gadgets such as
CCTV, body
scanners, and
WALKIE TALKIE
to the school.
ABIA
520
123
34
19
696
3.36
ANAMBRA
512
117
30
16
675
3.41
EBONYI
524
120
28
16
688
3.42
ENUGU
580
132
32
23
767
3.36
IMO
440
99
20
13
572
3.45
TOTAL
2576
591
144
87
3398
3.40
Agreed
10
improve
collaboration
between the school,
other security
agencies and
stakeholders.
ABIA
500
147
30
18
695
3.36
ANAMBRA
492
141
28
14
675
3.41
EBONYI
504
144
26
14
688
3.42
ENUGU
560
171
32
15
778
3.41
IMO
420
135
24
4
583
3.51
TOTAL
2476
738
140
65
3419
3.42
Agreed
Pooled Mean 3.49 (88% agreement)
Table 5 revealed that the principals from Abia, Anambra, Ebonyi, Enugu, and Imo States secondary schools agreed
with all the items on the table. The pooled mean of 3.49 mark which is above the criterion mean mark of 2.50
indicates very strong agreement that the utilization of security budget of principals impacted physical security to
a large extent in secondary schools in South East States, Nigeria.
RESEARCH QUESTION THREE
How much have school-community collaborations of principals influenced physical security in secondary schools
in Southeast States, Nigeria?
Table 6: Mean Score Analysis of the Principal’s Responses on School-Community Collaborations for Physical
Security in Secondary Schools in South East States, Nigeria
S/N
Items
School-community
collaboration of my
principal
SA
A
D
SD
∑x
x
Decision
11
spur the deployment
of security guards
and fire fighting team
and life savers to the
school
ABIA
480
105
20
42
647
3.13
ANAMBRA
472
99
18
38
627
3.17
EBONYI
484
102
16
38
640
3.18
ENUGU
540
120
20
43
723
3.17
IMO
420
90
14
24
548
3.30
TOTAL
2396
516
88
185
3185
3.19
Agreed
12
boost the psyche of
the community
leaders and youths to
protect school staff
who reside in the
ABIA
560
123
24
14
721
3.48
ANAMBRA
552
117
22
10
701
3.54
EBONYI
564
120
20
10
714
3.55
ENUGU
620
132
24
17
793
3.49
Emeruwa et al., 2024 OJED 5(2) | 5 3
communities near the
school.
IMO
480
108
18
1
607
3.66
TOTAL
2776
600
108
52
3536
3.54
Agreed
13
spur the community
leaders and the
students from been
sexually harassed,
extorted or
kidnapped while on
their way to and from
the school.
ABIA
500
111
22
34
667
3.22
ANAMBRA
492
105
20
30
647
3.27
EBONYI
504
114
18
28
664
3.30
ENUGU
560
126
22
35
743
3.26
IMO
440
96
16
16
568
3.42
TOTAL
2496
552
98
143
3289
3.29
Agreed
14
help in information
sharing and
dissemination.
ABIA
580
129
26
6
741
3.58
ANAMBRA
572
123
24
2
721
3.64
EBONYI
584
126
22
2
734
3.65
ENUGU
640
138
26
9
813
3.57
IMO
440
96
16
16
568
3.42
TOTAL
2816
612
114
35
3577
3.58
Agreed
15
facilitates the PTA
and community
assistance to support
security measures in
the school such as
lightening the
environment, fencing
the perimeters, health
service provisions,
and providing of
security guards.
ABIA
500
147
30
18
695
3.36
ANAMBRA
492
141
28
14
675
3.41
EBONYI
504
144
26
14
688
3.42
ENUGU
560
171
32
15
778
3.41
IMO
420
135
24
4
583
3.51
TOTAL
2476
738
140
65
3427
3.42
Agreed
Pooled Mean 3.39 (85% agreement)
Table 6 revealed that the principals from Abia, Anambra, Ebonyi, Enugu, and Imo States secondary schools agreed
with all the items on the table. The pooled mean of 3.39 mark which is above the criterion mean mark of 2.50
indicates a very strong agreement that school-community collaboration of principals widely influenced physical
security in secondary schools in South East States, Nigeria.
HYPOTHESIS ONE
There is no significant difference between the mean scores of teachers on emergency preparedness and physical
security in secondary schools in Southeast States, Nigeria.
Table 7: Analyses of the significant difference between the mean scores of teachers on emergency preparedness
for physical security in secondary schools in South East States, Nigeria
Source of
Variation
Sum of
Squares
Degree of
Freedom
Mean
Squares
F-Value
p-Value
Decision
Between
Groups
0.065
4
0.0163
0.431
0.783
Fail to Reject null
hypothesis
Within
Groups
1.144
15
0.0763
Total
1.209
19
Emeruwa et al., 2024 OJED 5(2) | 5 4
Table 7 shows a summary of analyses of the significant difference between the mean scores of teachers on
emergency preparedness and physical security in secondary schools in South East States, Nigeria. The p -value
(0.783) is greater than the significance level (0.05), indicating that the mean responses are not significantly
different across the five states. The F-statistic (0.431) is relatively small, indicating that the variance between
groups is not significantly greater than the variance within groups. The mean square between groups (0.0163) is
smaller than the mean square within groups (0.0763), further supporting the conclusion tha t the mean responses
are not significantly different. In conclusion, based on the analyses using one-way Analyses of Variance results,
the researcher fail to reject the null hypothesis that there is no significant difference between the mean scores of
teachers on emergency preparedness and physical security in secondary schools in South East States, Nigeria. The
mean responses are not significantly different across the five states (Abia, Anambra, Ebonyi, Enugu, and Imo
States).
HYPOTHESIS TWO
There is no significant difference between the mean scores of teachers on the provision of surveillance-
communication gadgets of principals and physical security in secondary schools in Southeast States, Nigeria.
Table 8: Analyses of significant differences between the mean scores of teachers on utilization of security budget
for physical security in secondary schools in South East States, Nigeria
Source of
Variation
Sum of
Squares
Degree of
Freedom
Mean
Squares
F-Value
p-Value
Decision
Between
Groups
0.046
4
0.0115
0.591
0.672
Fail to Reject null
hypothesis
Within
Groups
1.563
15
0.0522
Total
1.609
19
Table 8 shows a summary of analyses of the significant difference between the mean scores of teachers on
utilization of security budget and physical security in secondary schools in South East States, Nigeria. The p-value
(0.672) is greater than the significance level (0.05), indicating that the mean responses are not significantly
different across the five states. The F-statistic (0.591) is relatively small, indicating that the variance between
groups is not significantly greater than the variance within groups. The mean square between groups (0.0115) is
smaller than the mean square within groups (0.0522), further supporting the conclusion tha t the mean responses
are not significantly different. In conclusion, based on the analyses using one-way Analyses of Variance results,
the researcher fail to reject the null hypothesis that there is no significant difference between the mean scores of
teachers on utilization of security budget and physical security in secondary schools in South East States, Nigeria.
The mean responses are not significantly different across the five states (Abia, Anambra, Ebonyi, Enugu, and Imo
States).
HYPOTHESIS THREE
There is no significant difference between the mean scores of teachers on deployments of security barriers of
principals and physical security in secondary schools in Southeast states, Nigeria.
Emeruwa et al., 2024 OJED 5(2) | 5 5
Table 9: Analyses of significant differences between the mean scores of teachers on the deployment of security
barriers for physical security in secondary schools in South East States, Nigeria
Source of
Variation
Sum of
Squares
Degree of
Freedom
Mean
Squares
F-Value
p-Value
Decision
Between
Groups
0.087
4
0.0218
0.643
0.634
Fail to Reject null
hypothesis
Within
Groups
2.463
15
0.0642
Total
2.550
19
Table 9 shows summary of analyses of the significant difference between the mean scores of teachers on school-
community collaboration and physical security in secondary schools in South East States, Nigeria. The p-value
(0.634) is greater than the significance level (0.05), indicating that the mean responses are not significantly
different across the five states. The F-statistic (0.643) is relatively small, indicating that the variance between
groups is not significantly greater than the variance within groups. The mean square between groups (0.0308) is
smaller than the mean square within groups (0.0218), further supporting the conclusion that the mean responses
are not significantly different. In conclusion, based on the analyses using one way Analyses of Variance results,,
the researcher fail to reject the null hypothesis that there is no significant difference between the mean scores of
principals on school-community relationship for improvement of physical security in secondary schools in South
East States, Nigeria. The mean responses are not significantly different across the five states (Abia, Anambra,
Ebonyi, Enugu, and Imo States).
DISCUSSION
The findings of the first research question showed that the emergency preparedness of principals extensively
influenced physical security in secondary schools in Southeast States, Nigeria. With a pooled mean score of 3.65,
it implies that large numbers of teachers agreed that emergency preparedness by school administrators can
extensively influence physical security in secondary schools in Southeast States, Nigeria. The findings are
consistent with those of Kumar et al. (2022) that secondary school physical security can be considerably enhanced
by principals' efficient emergency preparedness. So, this study also emphasizes that by prioritizing emergency
preparedness in schools, principals can create safer, more secure, and resilient learning environments for students,
teachers, and staff. Emergency preparedness of school administrators should prevent the incidence of security
breaches such as violent attacks, vandalism, or theft; deter violence and cultism-related activities within the
school; improve response time to incidents and make the school environment conduciveness for learning to take
place; deter students from smoking psychoactive substances and consumption of other illegal drugs within the
school compound; and help in early detection and reporting of security threats and warnings.
The findings of the second research question show utilization of the security budget of principals positively
impacted physical security in secondary schools in Southeast States, Nigeria. With a pooled mean score of 3.49,
it implies that large numbers of teachers agreed that the utilization of the security budget of school administrators
in schools positively influenced physical security in secondary schools in Southeast States, Nigeria. This finding
is in agreement with Bachman, et al. (2023) that optimal security budget funding and utilization by school
Emeruwa et al., 2024 OJED 5(2) | 5 6
principals can significantly improve physical security in secondary schools. So, the school security budget can
enhance every other aspect of the security system in the school. Utilization of the security budget of school
administrators should help in the construction of perimeter fencing around the school which deter authorized
access and protect the lives and properties; leads to fumigation of the school environment; improve the provision
of first aid materials and relevant emergency kits such as fire extinguishers in the school; improve the provision
of surveillance-communication gadgets such as CCTV, body scanners, and WALKIE TALKIE to the school.; and
improve collaboration between the school, other security agencies and stakeholders.
The findings of the third research question showed that school-community collaboration of principals widely
influenced physical security in secondary schools in Southeast States, Nigeria. With a pooled mean score of 3.39,
it implies that large numbers of teachers agreed that school-community collaboration of principals widely
influenced physical security in secondary schools in Southeast States, Nigeria. This finding is in agreement with
Hanson, et al. (2023) that strong partnerships with local law enforcement, community organizations, and
stakeholders can reduce crime and violence in schools, enhance threat assessment and response, improve incident
reporting and communication, increase community engagement and vigilance, support student and staff safety
training and foster collaborative problem-solving, thereby enhancing physical security in schools. School –
Community collaboration of principals should spur the deployment of security guards fire fighting teams and
lifesavers to the school; boost the psyche of the community leaders and youths to protect school staff who reside
in the communities near the school; spur the community leaders and the students from been sexually harassed,
extorted or kidnapped while on their way to and from the school; help in information sharing a nd dissemination;
and facilitates Parents Teachers Association and community assistance to support security measures in the school
such as lightening the environment, fencing the perimeters, health service provisions, and providing of security
guards.
CONCLUSION
The results of the study demonstrated that teachers in Southeast States, Nigeria, generally agreed that the use of
management techniques by school principals had a significant impact on secondary school physical security. The
study therefore noted that for effective secondary school administration, the school administrators should intensify
the application of some management strategies including emergency preparedness, provision and deployment of
surveillance-communication gadgets, deployment of security barriers, ensuring effective utilization of the security
budget of the school, and ensuring school-community collaborations. The study improves the understanding of
management strategies and physical security in secondary schools in South East, Nigeria.
RECOMMENDATIONS
Based on the findings of the study, the following recommendations are made;
1. Secondary school principals in South East States, Nigeria should develop an emergency preparedness plan,
do a comprehensive review of the entire security plans in the schools, and ensure the adaptability of the
plans in different secondary schools in South East, Nigeria.
2. School principals in the Southeast States, Nigeria should be committed to identifying and mobilizing
resources such as personnel, equipment, supplies, and facilities needed to ensure physical security.
Emeruwa et al., 2024 OJED 5(2) | 5 7
3. School principals in the Southeast States, Nigeria should always be collaborating with their host community
leaders, parents, and stakeholders intending to be receiving constant support to enhance security measures
in the schools.
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