School Heads’ Roles in the Enforcement of the National Education Policy in Public Secondary Schools within Abuja

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School Heads’ Roles in the Enforcement of the National Education Policy in Public Secondary Schools within Abuja

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education is universally recognized as a critical instrument for national development, social integration, and economic transformation. In Nigeria, the National Policy on Education (NPE) serves as the principal framework guiding the organization, administration, and delivery of education at all levels (Federal Republic of Nigeria [FRN], 2013). The policy articulates national educational goals and standards aimed at producing citizens who are intellectually capable, morally upright, and socially responsible.

At the secondary school level, the successful execution of the National Education Policy depends largely on school leadership—particularly the principal. The principal occupies a central position as the chief executive and instructional leader of the school, responsible for translating policy intentions into practical school activities (Okendu, 2012). Principals are expected to perform leadership functions such as planning, organizing, supervising, coordinating, motivating staff, and evaluating instructional outcomes in line with national objectives.

In the context of Abuja, the Federal Capital Territory (FCT), public secondary schools operate within a diverse socio-cultural and administrative environment. The growing student population, increased demand for quality education, and policy reforms place significant responsibility on principals to ensure that national education goals are realized at the school level (Akinwale & Okotoni, 2018). However, challenges such as inadequate resources, teacher shortages, limited training opportunities, and bureaucratic constraints may affect how effectively principals carry out their leadership functions.

Leadership in education is not merely about authority but about influence, vision, and the ability to mobilize people and resources toward common goals (Bush, 2011). When principals demonstrate strong leadership functions—such as instructional supervision, staff development, community engagement, and policy interpretation—schools are more likely to implement the National Education Policy effectively. Conversely, weak leadership can result in poor compliance with policy directives and reduced educational outcomes.

Therefore, understanding the leadership functions of principals in executing the National Education Policy in public secondary schools in Abuja is essential for improving school effectiveness and strengthening the education system in Nigeria.

1.2 Statement of the Problem

Despite the existence of a well-articulated National Policy on Education, evidence suggests that there is a gap between policy formulation and implementation in many Nigerian secondary schools (FRN, 2013; Olorunsola & Ogundele, 2018). In Abuja, public secondary schools continue to experience challenges such as declining academic performance, inadequate instructional supervision, weak staff motivation, and limited stakeholder involvement.

Principals are expected to serve as change agents who interpret and execute education policies at the school level. However, observations indicate that some principals lack the leadership capacity, professional training, or administrative support needed to effectively carry out their leadership functions (Adeleke, 2016). As a result, policy directives such as student-centered learning, ICT integration, continuous assessment, and teacher development are not always fully implemented.

The problem, therefore, is that while the National Education Policy provides clear guidelines, the leadership functions of principals in executing these policies in public secondary schools in Abuja may be insufficient, inconsistent, or ineffective. This raises concerns about the extent to which principals are fulfilling their roles as policy implementers and instructional leaders. Hence, there is a need to systematically examine the leadership functions of principals in executing the National Education Policy in public secondary schools in Abuja.

1.3 Purpose of the Study

The main purpose of this study is to examine the leadership functions of principals in executing the National Education Policy in public secondary schools in Abuja.

Specifically, the study seeks to:

Identify the leadership functions performed by principals in implementing the National Education Policy.

Examine how principals supervise teaching and learning in line with policy objectives.

Assess the role of principals in staff development and motivation.

Determine how principals manage resources to support policy implementation.

Investigate the challenges principals face in executing the National Education Policy.

1.4 Research Questions

The following research questions guide the study:

What leadership functions do principals perform in executing the National Education Policy in public secondary schools in Abuja?

How do principals supervise instructional activities in line with national education goals?

In what ways do principals promote staff development and motivation?

How do principals manage school resources to support policy implementation?

What challenges do principals encounter in executing the National Education Policy?

1.5 Significance of the Study

This study is significant in several ways:

Principals: The findings will help principals understand areas of leadership strength and weakness in policy execution.

Teachers: It will provide insight into how leadership practices affect teaching effectiveness and school climate.

Education Administrators & Policymakers: The study will offer evidence-based recommendations for improving leadership training and policy implementation strategies.

Researchers: It will contribute to the existing literature on educational leadership and policy implementation in Nigeria.

Government & FCT Education Board: The results will support informed decisions on leadership development programs for school heads.

1.6 Scope of the Study

This study focuses on the leadership functions of principals in executing the National Education Policy in public secondary schools in Abuja (FCT). It covers only government-owned secondary schools and examines leadership functions such as supervision, staff development, resource management, and policy interpretation. The study does not include private secondary schools.

1.7 Operational Definition of Terms

Leadership Functions: The administrative and instructional roles performed by principals such as planning, supervision, motivation, coordination, and evaluation.

Principal: The head administrator of a public secondary school responsible for managing staff and students.

National Policy on Education (NPE): The official document guiding educational goals, structure, and standards in Nigeria (FRN, 2013).

Execution: The practical implementation of policy directives at the school level.

Public Secondary School: A government-owned post-primary institution providing education after primary school.

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