RELATIONSHIP BETWEEN THE ROLE OF THE PRINCIPAL, SCHOOL CLIMATE AND STUDENT ACHIEVEMENT IN SELECTED SECONDARY SCHOOLS IN NIGERIA

This study examined the relationship between the self-perceived role of the principal and the perception of school climate held by (a) teachers and (b) students in selected secondary schools in Nigeria. It also examined the relationship between the climate of the school as perceived by (a) teachers and (b) students and academic achievement of students as measured by the West African School Certificate Examination (WASCE) results while controlling for seven demographic variables: local government area, school size, school setting, school composition, sex, age, and years of experience of the principal. Finally, the study examined the relationship between the role of the principal and student achievement over and above the influence of school climate and demographic variables. The self-perceived role of the principal was measured by administering the "Role of the Principal Questionnaire" to the principal of each of the 50 schools selected for the study. The teachers' perceptions of the school climate were measured by administering the "Teacher Opinion Inventory" to 5 teachers in each of the 50 schools selected for the study. The students' perceptions of the school climate were measured by administering the "Student Opinion Inventory" to 60 students in each of the 50 schools selected for the study. The collected data were used to test the study hypotheses through correlation and regression analysis. A .05 level of significance was used as the basis for rejecting or accepting the null hypotheses. Relationships were found between the self-perceived role of the principal and the perceptions of school climate held by teachers and students. Relationships were found between school climate as perceived by teachers and students and student academic achievement as measured by the WASCE results, when demographic variables were controlled. Relationships were also found between the self-perceived role of the principal and student academic achievement over and above the influence of school climate and controlled variables.