Principal Leadership as a Driving Force in Building a Condusive School Environment for the Enhancement of Teachers Accountability and Better Students Performance


  • Y. U. Khalil
  • P. N. Njoku


Political Leadership, Teacher contribution, School Environment, Student’s performance, National policy on Education, Academic Achievement, Teacher’s accountability. Schools Leadership


Many scholars are in support of the idea that, improving school leadership with a particular
focus on instructional leadership at the building level, helps schools to improve academically
(Zandralyn, 2005) In Nigerian schools, there is a clear distinction between schools existing
in rural areas and those in the urban areas. By all indications, schools in the urban areas are
more equipped with teachers, funding, scholarship, budget allocation and even brighter
students are concentrated in the urban schools. The operational nature of the curriculum
design in schools seems to be another source of problems in Nigeria. In research conducted
by an organization called ‘country profile N i g e r i a i t was discovered that despite the
effort of the Nigerian government to provide free government supported education, the
system was found decayed, hence, education seriously is dysfunctional due to poor nature of
the curriculum design, (NPE, 2008). The inadequacy of the curriculum content is assumed to
be the major root cause, the contents are merely designed to fit-in the future demands,
whereas the content supposed to address the bloom’s taxonomy that is, the psychomotor,
affective and cognitive domains (Bunyi, 2013) this domain sets every learner in line with
desirable change in behavior instantly without delay.