1.1 Background to the Study
The desire for better educational systems has led in both a gradual, general change in educational management and explicit initiatives on the part of governments to design policies for altering education in Nigeria, as well as many other nations. For decades, many governments have shown an interest in reforming Nigeria and have devised numerous educational policies and initiatives to accomplish their objectives. The current government has also unveiled its reform strategy, which aims to be realized via high-quality education. As a result, new concepts in education have been presented in the areas of policies and programs, school, structure, financing, school administration, and way of assessing students' performance, among other things (Kolo, 2009). In consequence, the different Nigerian administrations acknowledge that education is the most important area for any change strategy to succeed. Education is given top importance so that Nigeria may compete in the creation, transmission, and application of knowledge in the international community. Education will continue to be highly rated in national development plans because education is the most important instrument for change, and any fundamental change in the intellectual and social outlook for society must be preceded by an educational revolution, according to the Federal Republic of Nigeria's national policy on education (FRN, 2004)
Managerial talents are critical characteristics that affect the amount to which educational objectives are realized. To be competent in anything, such as management, implies the capacity to do something well. Okoye (2007) defined management abilities as the capacity to plan, control, organize, and coordinate the activities of an educational organization in order to meet the educational system's overall goal aim. Fullan (2005) described management talents as the ability to plan, staff, organize, coordinate, control, and make decisions in an effective and efficient manner. Managerial skills are the ability, knowledge, and experience needed to do management jobs. School leaders' managerial abilities relate to their capacity to plan, organize, coordinate, regulate, make choices, and take activities in order to help in the effective administration of schools. For many individuals concerned with education these days, managerial skills are a top focus. It's no surprise, however, that a slew of writers have offered advice on how to improve such talents in school administration (Mestry & Grobler, 2004; Monyatsi, 2005). The abilities include the ability to create a healthy school culture for continuous improvement in quality education; teamwork with others; communicate goals, policies, and procedures to staff; modify practice and school structures to accommodate new policy expectations; provide curriculum leadership opportunities; and ensure a good principal-staff relationship (Carr, 2005; Elmore, 2005; Lezotte, & McKee, 2006).
It goes without saying that having management skills among school leaders is critical for national development. Management is an essential component of every business. It entails the effective organization and use of resources (both human and material) to accomplish objectives (Ajaegbo, 2010). In educational institutions, the school head - rector, vice chancellor, principal, or head teacher – is responsible for administering schools in order to achieve educational goals. Leaders must be proficient in management in order to obtain the best outcomes. The principal is the school leader in the secondary level of education. It is his responsibility to guarantee that educational policies and programs achieve their objectives. According to Azubike (2009), the school principal is in charge of implementing educational policies in his school. The principle is in charge of the school's administrative operations, ensuring that the school's goals are met using the resources at his disposal. He maintains contact with different educational authorities to ensure that intended educational objectives are met. He manages through planning, organizing, directing, coordinating, communicating, and motivating others. Establishing a healthy school atmosphere and culture; curriculum teacher creation and improvement; supply and maintenance of school plant facilities; and instructional and non-instructional monitoring are only a few of his responsibilities. According to Fagbamiye (2004), the principal is primarily an organizer and implementer of plans, policies, and programs aimed at achieving specified educational goals. His administrative responsibilities include guiding instructors and pupils in an atmosphere that promotes the learners' optimal growth. As the chief executive officer, the principle is required to use his expertise and judgment to work hard to attain set objectives.
1.2 Statement of the Problem
The Nigerian education system has several issues, including enormous class sizes, a lack of trained teachers, and a lack of funding. Some schools are in poor condition, as evidenced by dilapidated buildings, a lack of classroom space, a lack of consumable items (e.g. chalk), insufficient staff welfare, a lack of school furniture for students and teachers, and a lack of essential facilities such as water, light, and toilet facilities, as well as low levels of teacher productivity. Many schools in are marked by a lack of domestically produced income, financial difficulties, a lack of computer-assisted administration, poor decision-making, examination malpractice, poor planning, and an increase in incidences of student indiscipline and low academic achievement (Fagbamiye,2004). Primary school principals are being asked to adapt their institutions in the face of these issues. The concerns of this research include determining the management abilities of head teachers as well as developing techniques for increasing their talents.
1.3 Objectives of the Study
The general objective of the study is to examine the impact of school head managerial skills on effective school management, specifically the study intends to;
1. To find out the level required managerial skills needed by schools head to manage a school.
2. To find out the leadership skills acquired by the school head in other for effective management of schools.
3. To examine the challenges school head face in the effective management of schools.
4. To evaluate the relationship between the managerial skill of school head and academic performance of students.