Educational Leadership for Institutional Best Practices and Goal Achievement among Secondary Schools in Enugu State, Nigeria

Abstract

The quest for better leadership in Nigerian secondary schools has also been the vision of stakeholders in education who have invested hugely for the success of our education system. This study therefore examines educational leadership for institutional best practices and goal achievement among secondary schools in Enugu state. The study adopted the descriptive survey design for the research. Area of study is Enugu state. The population consist of 6321 secondary school teachers in Enugu state. Multi stage, stratified proportionate and purposive sampling was employed in selecting samples for the study. The instrument used for the study was a 15-item questionnaire drafted by the researcher. The instruments which has three sections were validated by three experts. The reliability coefficient was determined using Cronbach Alpha reliability coefficient technique which gave coefficient of 0.73. Arithmetic Mean and standard deviation were used as analysis tool. While t-test was used to test the hypothesis. Findings show that to a high extent, leaders among secondary schools in Enugu state were democratic. They share duties and involve their teachers on academic activities. It was also revealing that they were not autocratic, nor lazy in their primary responsibilities. Based on these findings, it was recommended that to a high extent, leaders and teachers in secondary schools should be constantly undergo re-training exercise on implementation of educational leaderships in schools to enhance best practices and achievement of goals in schools.