PRINCIPALS’ LEADERSHIP AND STUDENT PERFORMANCE IN SENIOR SECONDARY SCHOOLS IN EDO STATE, NIGERIA

Oct 15, 2026

The study investigated principals’ leadership styles in Edo State, Nigeria, focusing on leaders who consistently achieved strong outcomes in the Senior School Certificate Examination (SSCE). Transformational leadership was used to conceptualize principals’ behaviors, with a hypothesis of a positive link between transformational practices and students’ overall public-examination performance. Analysis employed the transformational Multifactor Leadership Questionnaire 5X Short, and results supported the hypothesis across five dimensions. Findings position transformational leadership as a key school-improvement element, informing leadership development and teacher preparation.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Abstract

Introduction

Background of secondary education performance concerns

Role of principals and leadership in school improvement

Study purpose and objectives

Conceptualization of leadership

PRINCIPALS’ LEADERSHIP AND STUDENT PERFORMANCE IN SENIOR SECONDARY SCHOOLS IN EDO STATE, NIGERIA ROSELINE O. OSAGIE UMEMEFU MOMOH ABSTRACT The study investigated the leadership styles of principals who were successful in achieving good results consistently in the Senior School Certificate Examination (SSCE) in Edo State, Nigeria. No previous studies have examined leadership styles and the link to student performance as measured by public examinations in Edo State. The transformational leadership model was used to conceptualize the leadership styles of principals in this study. It was hypothesized that there is a positive relationship between transformational leadership behaviors of principals and overall performance of students. Analysis of principals’ leadership style was conducted using the transformational Multifactor Leadership Questionnaire 5X Short. The findings demonstrate support for the hypothesis relative to five dimensions of transformational leadership and student’s performance in the SSCE. The study also shows that transformational leadership is an important element of school improvement. Hence, the findings have important implications for education professionals and administrators with respect to planning for leadership development and preparation of teachers in Edo State. INTRODUCTION The differential scholastic achievement of secondary school students in Nigeria has been a source of concern to educators, government and parents. This has been a concern because of the importance of education in the development of the country. Education is the key to human and capital development and it is also the key to national development. The mass failure of secondary school students in recent years in public examinations such as the Senior School Certificate Examination (SSCE) which is conducted by the West African Examination Council (WAEC) is indicative of the fact that secondary school education in Nigeria has fallen drastically (Adebule, 2004) . For example, the poor performance of students in SSCE and NECO exams registered an average failure rate of 72 per cent, 74 per cent, 74 per cent, and 75 per cent in 2008, 2009, 2010 and 2011, respectively (Adesulu, 2014) . Less than 30 per cent of over a million students who sat for the examination within the last six years obtained credits in five subjects including English Language and Mathematics (Adesulu, 2014) . Parents and stakeholders in education are in total agreement that the government’s lack of adequate investment in education is yielding the undesirable dividend (Ekundayo, 2010) . Asikhia (2010) believe that the falling level of academic achievement is attributable to teachers’ non-use of verbal reinforcement strategy. The attitude of some teachers to their job is reflected in their poor attendance to lessons, lateness to school, unsavory comments about students’ ability that could damage their ego, poor method of teaching and the likes affected students’ academic performance (Aremu & Sokan, 2003) . The search for the causations of poor academic achievement is unending and some of the factors that have been put forward are: motivational orientation, self-esteem/self-efficacy, emotional problems, study habits, teacher consultation and poor interpersonal relationships (Adeyemi, 2008) . The foundation for the development of human capital is primary and secondary education. Much of the outcry for the poor performance has been blamed on the students. Thus the problem has been decontextualized from the school, its teachers and the principals. The reasons for the poor performance were projected onto poverty of the students, their parents, families, communities and environment (Adeyemo, 2005) . It is evident that the schools continue to grapple with the issue of how to best serve an ever increasing student population. Educational Planning 17 Vol. 23, No. 3 Despite the disheartening results from the schools, there are some schools which have consistently pro

FAQs

What leadership framework guided the study of principals’ effectiveness?

The study used the transformational leadership model to conceptualize principals’ leadership styles and their influence on student performance in the SSCE.

How was principals’ leadership style measured and analyzed?

Principals’ leadership style was assessed using the transformational Multifactor Leadership Questionnaire 5X Short, and results were examined across five dimensions.

What is the study’s central finding about transformational leadership?

The findings support a positive relationship between transformational leadership behaviors and students’ overall SSCE performance, indicating that transformational leadership is important for school improvement.

Oct 15, 2026

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