Administrative Roles of Principals in the Implementation of Federal Education Policy in Public Senior Secondary Institutions
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Administrative Roles of Principals in the Implementation of Federal Education Policy in Public Senior Secondary Institutions
CHAPTER ONE
1.0 Introduction
Education is a fundamental instrument for national development, social transformation, and economic growth. In Nigeria, the National Policy on Education (NPE) provides the philosophical foundation, goals, and guidelines for the country’s educational system. It outlines the aims of education at all levels and serves as a framework for curriculum development, teaching practices, school administration, and evaluation (Federal Republic of Nigeria [FRN], 2013). Effective implementation of this policy largely depends on leadership at the school level, particularly the roles played by school heads (principals).
School heads occupy a strategic position in translating educational policies into practical school activities. They are responsible for planning, organizing, coordinating, supervising, and evaluating instructional and administrative processes in schools (Oyetunji, 2006). In public secondary schools, the school head ensures that government policies are not only understood but also properly applied in day-to-day operations. Their leadership style, managerial competence, and commitment significantly influence how well the National Policy on Education is implemented (Adeyemi, 2011).
The National Policy on Education emphasizes objectives such as quality instruction, moral development, acquisition of skills, and preparation of students for useful living in society (FRN, 2013). Achieving these goals requires school heads to provide instructional leadership, manage human and material resources, and create a conducive learning environment. They must also motivate teachers, supervise classroom activities, and ensure adherence to curriculum standards (Akinwale & Okotoni, 2014).
In many public secondary schools, however, challenges such as inadequate facilities, teacher shortages, large class sizes, and limited funding affect the effective implementation of educational policies. School heads are expected to navigate these constraints while still ensuring that policy goals are realized (Ojo & Olaniyan, 2008). Therefore, understanding the roles of school heads in implementing the National Policy on Education is essential for improving educational quality and outcomes in public secondary schools.
1.1 Statement of the Problem
Despite the existence of a well-articulated National Policy on Education in Nigeria, there is growing concern that its implementation in public secondary schools has not fully achieved the desired objectives. Issues such as poor academic performance, indiscipline, ineffective teaching, and inadequate supervision persist in many schools (Adeyemi, 2011). These problems raise questions about how effectively school heads are carrying out their leadership and administrative responsibilities.
Although school heads are charged with the task of translating policy into practice, some appear to lack the necessary managerial skills, motivation, or support to do so effectively (Oyetunji, 2006). In some cases, weak supervision of teachers, poor resource management, and limited community involvement have hindered proper policy implementation. This situation calls for a closer examination of the roles school heads play in implementing the National Policy on Education in public secondary schools.
1.2 Purpose of the Study
The main purpose of this study is to examine the roles of school heads in implementing the National Policy on Education in public secondary schools.
1.3 Objectives of the Study
The specific objectives of the study are to:
Examine the administrative roles of school heads in implementing the National Policy on Education.
Determine the instructional leadership roles of school heads in ensuring curriculum implementation.
Assess how school heads supervise teachers to achieve policy goals.
Identify challenges faced by school heads in implementing the National Policy on Education.
1.4 Research Questions
The study seeks to answer the following questions:
What administrative roles do school heads play in implementing the National Policy on Education?
How do school heads provide instructional leadership in public secondary schools?
In what ways do school heads supervise teachers for effective policy implementation?
What challenges hinder school heads in implementing the National Policy on Education?
1.5 Significance of the Study
This study is significant in the following ways:
School Administrators: It will help school heads understand their leadership responsibilities in policy implementation.
Teachers: The findings will improve teacher–administrator collaboration and instructional practices.
Policy Makers: It will provide insights into areas where additional support or training is needed.
Researchers: The study will serve as a reference for future research in educational administration.
1.6 Scope of the Study
The study focuses on the roles of school heads in implementing the National Policy on Education in public secondary schools. It covers administrative leadership, instructional supervision, and challenges faced by school heads in selected public secondary schools.
1.7 Operational Definition of Terms
School Heads: Principals or head teachers responsible for the administration of secondary schools.
National Policy on Education: The official document that guides the Nigerian educational system.
Implementation: The process of putting educational policies into practical operation in schools.
Public Secondary Schools: Government-owned schools that provide post-primary education.
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