School facilities and principals’ administrative job performance in public secondary schools in Cross River State, Nigeria

Oct 15, 2026

The study examined how school facilities predict principals’ administrative job performance in public secondary schools in Cross River State, Nigeria, using a correlational research design. The population covered 297 principals and 297 vice principals; responses were collected from 108 principals and 107 vice principals via structured questionnaires on a four-point Likert scale. Simple linear regression indicated a statistically significant but weak positive effect (R=.162, R²=.026, p=.039). Facility deficits in libraries, ICT centres, laboratories, and administrative spaces hinder supervision, teacher evaluation, communication, and community relations.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages5

Reading Time13 min

AccessFree to download

Abstract

Introduction

Literature Review

Concept of school facilities

African EducaƟonal Research Journal Vol. 14(1), pp. 97-101 , January 2026 ISSN: 2354-2160 Full Length Research Paper School facilities and principals’ administrative job performance in public secondary schools in Cross River State, Nigeria Imanyi, Killian Caleb* , Warren, Oveh Jessica Uzezi and Ekpo, Nkereuwem Benson Department of Educational Management and Planning, University of Uyo, Nigeria. Accepted 22 December, 2025 | ABSTRACT
This study examined the predictive influence of school facilities on principals’ administrative job performance in Cross River State, Nigeria . A correlational research design was adopted. The population comprised 297 principals and 297 vice principals across public secondary schools. Using proportionate and multistage sampling techniques, data were collected from 108 principals (36 .4%) and 107 vice principals (36 .0%) through structured questionnaires on a four-point Likert scale. Simple linear regression analysis showed a statistically significant but weak positive prediction of principals’ administrative job performance by school facilities (R = . 162, R² = . 026, p = .039) . This means school facilities accounted for only 2 .6% of the variance in principals’ administrative job performance . Descriptive findings showed that while some schools possessed basic facilities, many lacked functional libraries, ICT centres, well-equipped laboratories, and conducive administrative spaces. These deficiencies hinder principals’ Job performance in executing supervision, teacher evaluation, communication, and school-community relations. The study recommends increased investment in school infrastructure, regular maintenance, and provision of facility-supportive budgets to enhance administrative performance.
Keywords: School facilities, administrative job performance, principals, Cross River State, school environment, educational management. | | --- | | *Corresponding author. E-mail: killianimanyi38@gmai[l.com](l.com) . | INTRODUCTION Effective school administration is central to the attainment of educational goals, particularly at the secondary school level , where principals play a pivotal leadership role. Principals are responsible for coordinating teaching and learning, supervising instruction, enforcing discipline, evaluating teachers, and fostering productive relationships between the school and the community. In Nigeria, however, many principals operate under challenging conditions characterised by inadequate infrastructure, limited resources, and deteriorating school environments, which constrain the effective discharge of these responsibilities. School facilities refer to the physical and material resources that support school operations, including classrooms, instructional spaces, administrative offices, libraries, laboratories, playgrounds, equipment, and other infrastructural provisions (Limon, 2016) . Adequate and functional facilities provide a conducive environment that enables principals to organise teaching and learning effectively, ensure safety, promote discipline, and coordinate administrative activities efficiently. Administrative job performance, on the other hand, is the extent to which principals apply managerial and leadership skills effectively in coordinating a school’s human, material, and financial resources to achieve educational objectives. Effective administrative performance depends largely on the availability and functionality of supportive school facilities. However, across many public secondary schools in Cross River State, essential facilities remain inadequate, obsolete, or poorly maintained, thereby limiting principals’ capacity to perform their administrative duties optimally. School facilities enhance job performance by improving communication, fostering collaboration, and facilitating supervision. Conversely, poor facilities create disorder, limit instructional supervision, lower morale, and increase administrative stress. The researcher obser

FAQs

What relationship does the study test between school facilities and principals’ administrative performance?

The study assesses the predictive influence of school facilities on principals’ administrative job performance in public secondary schools in Cross River State, Nigeria.

How was data collected for principals and vice principals?

Data were collected using structured questionnaires on a four-point Likert scale, with proportionate and multistage sampling from principals and vice principals.

What did the regression results show about the strength of the prediction?

Regression showed a statistically significant but weak positive prediction, with school facilities accounting for 2.6% of the variance (R² = .026, p = .039).

Oct 15, 2026

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