Abstract

This study investigated the impact of head teachers’ leadership roles on pupils’ academic performance in the Onitsha Educational Zone. Specifically, the study examined the relationship between head teachers’ qualities and teachers’ giving and marking of pupils’ assignments. It also investigated the association between head teachers’ leadership styles and subject missed registers, as well as the correlation between head teachers’ leadership styles and teachers’ dedication to teaching pupils. The study used a qualitative research methodology, including Focus Group Discussions, Key Informant Interviews, and questionnaires, to elicit information from the respondents. The study population comprised primary school teachers in the Onitsha Education Zone. A sample size of 100 participants was selected for the study. Five public primary schools were randomly selected, from which twenty (20) teachers were selected from each school, making a total of 100 respondents. In addition, the study used a random sampling technique to select respondents across the study area. The study also used Chi-Square estimation techniques to analyze the data collected from the field. The results of the empirical analysis indicated that there was no significant relationship between head teachers’ relational qualities and teachers’ giving and marking of pupils’ assignments. It also found that there was no significant association between head teachers’ leadership styles and subject missed registers. In addition, the results showed that there was no significant correlation between head teachers’ leadership styles and teachers’ dedication to teaching pupils. Based on the findings, recommendations and suggestions were made. The study recommended that head teachers should be regularly sensitized on instructional supervision. This will enhance instructional supervision, which has a positive impact on pupils’ academic achievement. The study also recommended that the government should review the Universal Basic Education policy, especially regarding the provision of teaching and learning materials. Furthermore, the government should consider increasing funding for primary education, particularly by increasing allocations for the purchase of new textbooks and other instructional materials.