Principal Administrative Leadership and Educational Goal Achievement in Kwara State, Nigeria

Abstract

This study investigated principal administrative leadership and educational goal achievement in Kwara State, Nigeria. In more specific objectives, it explores the relationship between curriculum coordination, evaluation of instruction and educational goal achievement. Quantitative research designed was used for this study. Stratified random sampling technique was used for 175 principals and 361 teachers making a total of 536 participants were selected proportionally across the senatorial districts in public secondary schools in Kwara State. Data was collected using the Principal Administrative Leadership Questionnaire (PALQ). In terms of analysis, Pearson product-moment correlation coefficient and linear regression analysis were used to analyze the data collected. The findings show that curriculum coordination and evaluation of instruction were positively and significantly correlated with educational goal achievement. Thus, it was recommended that Principals should continue to provide effective coordination of curriculum so as to help in the selection of appropriate textbooks and learning materials to be used in the classroom and assign duties to teachers based on their specialization and expertise. Also, principals should continue to evaluate instruction in order to ensure and develop the quality of teaching and learning, improve teachers’ classroom practice, as well as promotes positive learning climate toward educational goal achievement.