PRINCIPALS’ ADMINISTRATIVE SKILLS AND STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SENIOR SECONDARY SCHOOLS IN LAGOS STATE, NIGERIA

Abstract

This study examined the relationship between principals' administrative skills and students' academic performance in public senior secondary schools in Lagos State, Nigeria, with particular emphasis on principals' problem-solving skills. The study adopted a descriptive survey research design of the correlational type. The population comprised principals of public senior secondary schools in Lagos State, from which a sample of 113 principals was selected using a multistage sampling technique. Data were collected using a validated questionnaire on principals' administrative skills, while students' academic performance was obtained from school academic records. The instrument yielded a Cronbach's alpha reliability coefficient of 0.87. Descriptive statistics (mean and standard deviation) were used to answer the research questions, while Pearson's Product-Moment Correlation Analysis (PPMCA) was employed to test the hypotheses at the 0.05 level of significance. The findings revealed no significant relationship between principals' administrative skills and students' academic performance (r = -0.153, p = .243). However, a significant positive relationship was found between principals' problem-solving skills and students' academic performance (r = .328, p = .005). The study concluded that while principals' administrative skills, considered as a composite construct, did not significantly influence students' academic performance, problem-solving skills constituted a critical administrative competency that positively contributed to improved academic outcomes. The study recommends continuous professional development programmes aimed at strengthening principals' problem-solving and other administrative competencies to enhance school effectiveness and students' academic performance.