Principals' Leadership Capacity and Teacher Productivity in Secondary Schools in Kebbi State, Nigeria
*1Mujitapha Makera Faruk & 2Yusuf Ibrahim Tukur
*1Department of Education, Abdullahi Fodiyo University of Science and Technology Aliero, Kebbi State, Nigeria. Email: mujitapha97@gmail.com
2Department of Educational Management Sokoto State University, Sokoto State, Nigeria. Email: usupht@gmail.com
Cite this as: Faruk, M.M., & Tukur, Y. I. (2026). Principals’ Leadership Capacity and Teacher Productivity in Secondary Schools in Kebbi State, Nigeria. Rima International Journal of Education, 5(2), 70—83. DOI: https://doi.org/10.65760/rijessu.v5.2.6
Abstract
This study examined the leadership capacity of principals in ensuring equitable resource distribution and its influence on teacher productivity in secondary schools in Kebbi State, Nigeria. Two research objectives and research questions were raised to guide the study. Adopting a descriptive survey design, the population comprised 104 principals and 4,272 teachers, from which a sample size of 357 was drawn using research advisor table 2006, respondents were selected through stratified and simple random sampling techniques, data were collected using the Principals' Resource Management Questionnaire (PRMQ) which was validated by experts and a Cronbach’s alpha reliability coefficient of 0.73 was achieved. Findings indicate that principals demonstrate strong capacity in key administrative areas, including needs-based budgeting, ensuring access to facilities, and managing core staffing logistics like recruitment and assignment by expertise. However, significant gaps were identified in strategic leadership domains: principals showed limited effectiveness in distributing experienced teachers equitably, providing targeted support for struggling students, fostering collaborative mentorship, ensuring adequate physical working conditions, and building inter-school partnerships. The study concludes that while principals are proficient operational managers, their capacity for transformative, equity-focused leadership that directly enhances teacher productivity through collaborative culture and strategic resource responsiveness requires substantial development. Recommendations include targeted training and policy reforms to address these identified gaps.
Keywords
Principals-Leadership, Teacher Productivity, Secondary School
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