This study focused on evaluating the role performance of principals in the management of secondary schools in Zamfara State, Nigeria. The research set eight objectives, including assessing the role of principals in interpersonal relationships, decision-making processes, communication, supervision, staff development programs, maintenance of discipline, school-community relationships, and the upkeep of facilities in secondary school management in Zamfara State. In line with these objectives, research questions were posed, and hypotheses were formulated.
A descriptive survey research design was adopted for the study, with data collected using a questionnaire constructed and validated by experts in Educational Administration. The study's population included 4,996 teachers, 191 principals, and 149 Ministry of Education officials. However, the sample consisted of 370 teachers, 65 principals, and 65 MOE officials. The reliability of the questionnaire was established with a Cronbach's Alpha coefficient of 0.79. Data were presented using frequency counts and percentages, and the research hypotheses were tested using Analysis of Variance (ANOVA) at a 0.05 significance level.
The findings revealed that principals' role performance in interpersonal relationships helped stabilize interactions among teachers, students, and non-teaching staff in secondary schools in Zamfara State. Additionally, principals' role performance encouraged the participation of parents, teachers, and other stakeholders in the decision-making process and improved communication between teachers, parents, NGOs, the Ministry of Education, and secondary schools.
Based on these findings, it was recommended that principals adopt a democratic administrative approach to foster holistic interpersonal relationships among various stakeholders in secondary schools in Zamfara State. They should also be socially and politically flexible by involving parents, teachers, students, clubs, and societies in decision-making processes, and ensure effective communication with all stakeholders, including teachers, parents, Ministry of Education officials, and students.
