CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The management of education in Nigeria is dictated by the country‟s political structure

based on federalism. Consequently, the Federal Ministry of Education makes policies decisions on education. These policies are translated as the National policies on education. National Policy on Education (2013) emphasized effective teaching and learning in the management of secondary education in Nigeria so as to realize the goals of secondary schools. Makoju (2007) pointed out that through the various management agencies such as Nigerian Educational Research and Development Council. (NERDC), National Universities Commission (NUC) and State Ministry of Education (SMOE). These agencies plan the curriculum and gives approval to what should be taught. However, based on the approved National Policy On Education, the Secondary School is headed by a school administrator with the status of principal.

From the forgoing, the principal has the power and authority in collaboration with the teaching staff to take decision on what kind of activities to be carried out in school, he control effective teaching and learning, supervise, managed school funds as well as discipline of students in the school and others.

In the same vein, the principal takes the place of parents by providing the students with require knowledge for lifelong education and serve as a link on what they started from birth to death (Makoju 2007). In this regard, the principal occupies a unique position in maintaining school discipline and administration that would permit the school as an institution of learning to accomplish its duties to the society. Igunnu (2012) and kochhar (2005) opined that the principal is concerned with the staff supervision which includes the supervision of actual teaching and learning particularly in the evaluation of learner experience or home work, test examinations and others.