M.I. Imakpokpomwan

This study was conducted to analyze principal leadership roles and school facilitiesmaintenance culture, six research questions were raised to guide this study. This study madeuseof the descriptive survey research design. The population of the study consisted 28 Public Secondary Schools in Ovia North East Local Government Area. A sample size of 50 secondary school teachers was selected to represent thetotal number of teachers in the 28 public secondary schools in Ovia North East Local Government Area using simple random sampling technique. The instrument for data collectionfor this study was a self-constructed close-ended questionnaire. Data obtained fromthe studywere analyzed using frequency and mean. The result of the findings revealed the necessity of establishing robust maintenance policies, andthere are inadequate resources allocated to school facilities maintenance, insuf icient awarenessof maintenance practices among school staf . Challenges with adherence to maintenanceschedules and protocols and inadequate training and support for maintenance personnel arethechallenges in school facility maintenance culture. It was also pointed out that there is a needforschools to adopt a more proactive approach to facility management rather than dependingoninsuf icient funds from government, to maintain facilities. Schools can get funds to maintainfacilities from PTA, Alumni, introducing extra moral classes, and asking for support fromphilanthropists to mention but few

This study investigates the influence of principals leadership styles in students’ academic performance in public secondary schools in egor local government area (4) research questions were raised for the study. The study adopted survey research design. The instrument for data collection was a questionnaire; it was built around the research question by the researcher and validated by the researcher’s supervisor. Data collected were analyzed using frequency count, percentages The findings of the study revealed that prevalent leadership style is more effectively; It is evident that there is a diverse range of dominant principal leadership styles, including Transformational, Democratic, Authoritarian, and Laissez-Faire styles, all of which are generally perceived positively, it further reveals that different leadership style positively affect overall teaching effectiveness in school and that there are also areas for improvement identified within the perceived school climate, particularly concerning consistency in discipline and direction. Additionally, there are notable differences in leadership styles based on gender, with implications for the school climate. Implement leadership development programs for principals and aspiring leaders that focus on fostering transformational and democratic leadership styles. These programs should emphasize empowerment, inclusivity, and support to create positive school climates. Address concerns regarding consistency in discipline and direction by establishing clear policies and procedures. Provide ongoing training and support for school staff to ensure consistency in implementation. Strengthen supportive systems within schools by promoting collaboration among staff, providing resources for student and staff well-being, and establishing mechanisms for feedback and support. Offer gender sensitivity training for school administrators to raise awareness of gender biases and stereotypes in leadership practices. Encourage gender-inclusive leadership approaches that value diverse perspectives and experiences