Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.5, No.21, 2014 147 Review of Parental and School Climate Factors Instrument for Secondary Schools in Nigeria Awwalu Muhammad Inuwa 1* Najeemah Bint Mohammad Yusof (Ph. D) 2 Jamalsafri Bin Saibon (Ph.D) 3 1. Ph.D., Student, Sociology of Education School of Educational Studies University Sains Malaysia11800 USM Pulau Pinang, Malaysia y philoawwalu@yahoo.com 2. School of Educational Studies Universiti Sains Malaysia11800 USM, Pulau Pinang, Malaysia najineen@usm.my 3. School of Educational Studies Universiti Sains Malaysia11800 USM, Pulau Pinang, Malaysia jamalsafri@usm.my Abstract A study on parental and school climate factors was conducted using an adapted instrument, which was tagged parental and school climate scale (PFSCS, with Alpha cronbach of .852).The intention was to observe the scale constructs on JSS Muslim students dropout and non-dropout, whose total population was 1560, consisting four groups (390 each) in Sokoto metropolis. Studies of other instruments signify that parental and school climate factors cannot be studied using conventional existing instruments reviewed from literatures and theories. This is because of existing differences in sociocultural, religious, economic and political of Sokoto and other global communities. To this background the paper extracted and present adapted research instrument for the parental and school climate factors in Northern Nigeria and indeed Sokoto state. The instrument PFSCS is with 60 items, seven constructs with an Alpha cronbach as follows ([PSES, .602] [PRLOC, .796] [PREBL, .864] [SCHLCUL, .846] [CLSSEC, .894] [SCHLPP, .723] [SCHLADM, .552]).The instrument was validated, pilot tested and factor analysis was conducted. Going by the procedure carried out for the instrument, it justified that the adapted instrument can be retain and be used for future studies on parental and school climate factors on students in state of Northern Nigeria, Sokoto inclusive. Keywords: Parental factors, school climate, adapted instrument, junior secondary schools, Muslim students. Introduction A conclusive consideration and deductive generalization is the fact that education in contemporary societies remain and avenue for social and structural development, individual empowerment, social transformation and a means for individual nation national security (Fafunwa, 2004; Haralambos, Holborn, & Heald, 2008; Ogunbameru & Rotimi, 2006).This deductive logic is a universal position on educational philosophy which is towards the unification of human values to productive and secured means. But, even when education is universally positioned to be productive to human, it is obvious to understand that educational culture varies between the same human societies and nations. It is important to state that, the differences in nations are in cultural, social, political, religious and educational. This equally calls for the observation of social differences in development, and to capitalize on this, the scene of education programme and approaches requires the unification of these unchanging and existing differences be put into full consideration. Meaning that each nation each nation plan, and philosophical approaches to education cannot be uniformed. However, nations adapt or adopt educational system, but cannot, in some instance utilize/use educational instrument completely for study or research. This is where social, economic and religious background plays a strong role in the provision of education policies and interpretation at the grassroots level (Daramola, 2002; Fafunwa, 2004; FME, 2009; UNESCO/DBEPES, 2003). The Nigerian society is full of diversity (Cultural, religious, economic and traditional politics, demography, socialization) even with societies within Nigeria, and this nation is equally different from others of the western world, Asia, and more. The complexities in Nigerian societies had led to the adaptation of 9-3-4 system to bridge the gap of social individual differences and improve chances to education. To do this, religious, nomadic and conventional education with different program were put in place for citizens (FGN, 2003, 2004; UBEC, 2004).With the inherent nature of differences in Nigerian societies and the education system of the global society it is necessary to posit that parental and school climate study approach must be different from that of societies different from Nigeria. Strongly different from the western, Asia and European societies, whose major development on education remain reference point. Literature Review Brief Background of Study Area Sokoto state is by measurement located on latitude 4 o to 6 0 North and longitude 11 o 30 0” to 13 0 50” East, North (SSG, 2009). The study area covers about 4,712 hectares. Sokoto state is in the extreme North-western part of