Published Article

ABSTRACT The study investigated the relationship between whole-school strategies and improvement of learning readiness of fisherfolk children in coastal regions of Akwa Ibom State, Nigeria. The study postulated two specific objectives, two research questions and two null hypotheses for its guidance. It adopted a corelational research design. The simple random sampling technique was used to select 12 migrant schools in the State. The instrument developed by the researcher, titled “whole-school supportive strategies for migrant students learning readiness questionnaire (WHOSSMLRQ) with reliability indices ranging from 0.88 and 0.91 on Cronbach’s Alpha was used for data collection. The study population was 71migrant teachers. The Taro Yamen’s formula was employed to determine the sample of 49 respondents, randomly selected from the population. The data collected were subjected to Regression statistics, which the r-value was used in answering the research questions and f-value was used to test the null hypotheses at .05 level of significance. The results indicated very low relationship, but negative impact between predictors (supportive school culture) and learning readiness (criterion). It further indicated a very low relationship, but positive impact between proactive policies implementations and learning readiness of migrant fisherfolk children in the study area. The study concluded that proper manipulation of supportive school culture and proactive policies implementations could ensure the effective learning readiness of migrant fisherfolk children for effective educational gains. It was recommended among others, that ministry of education and school management should implement realistic policies that would checkmate the level of supportive school culture towards encouraging effective school attendance of migrant fisherfolk children in the study area. Key Words: whole-school strategies, supportive cultures, policies implementations, learning readiness, migrant fisherfolk children