The Impact of the Head Teachers Leadership Roles on Pupils Academic Performance

Abstract

This study investigated the impact of Head Teachers leadership roles in pupils' academic performance in Onitsha Educational Zone. Specifically, the study examines the relationship between Head Teachers' qualities and teachers giving and marking pupils' assignment. It also investigated the association between Head Teacher's leadership styles and subject missed register and the correlation between Head Teachers' leadership styles and teachers' dedication to teaching pupils. The study used a qualitative research methodology such as Focus Group Discussions, Key-Informant Interview and Questionnaire to elicit information from the respondents, the study population of the study comprises primary school teachers in the Onitsha Education Zone. Asample size of 100participants was selected for the study, that is, five public primary schools were randomly selected out of which twenty (20) teachers were selected from each school, making a total of 100 respondents. In addition, the study used a random sampling technique to randomly select the respondents across the study areas. The study also used Chi-Square estimation techniques to analyze the data collected from the field.  The results of the empirical analysis indicate that there is no significant relationship between head teachers' relationship qualities and teachers giving and marking pupils' assignment. Italso found that there is no significant association between Head Teacher and subjectmissed register. In addition, the results from the empirical analysis showsthat there is also no significant correlation between Head Teachers leadership styles and teachers' dedication to teaching pupils. Based on the findings recommendations and suggestions were made.The study recommended that head teachers should be sensitized regularly on instructional supervision. This will enhance their instructional supervision which has a positive impact on pupils' academic achievements as reviewed by this research. The study also recommended that the government should review the Universal Basic Education policy, especially on the provision of teaching/learning materials. The government should also consider increasing the funding of primary education and specifically increase the allocation for purchasing of new text books and other instructional materials.