Influence of Principals and Teachers’ Collaborative Strategies on Students’ Academic Achivement in Public and Private Secondary Schools.

Abstract

This study investigated the influence of principals’ and teachers’ collaborative strategies on students’ academic achievement in public and private secondary schools. The primary goal was to examine the effects of specific cooperative strategies between educators and school administrators on student learning outcomes. For the study, a descriptive survey research approach was chosen. The population consisted of teachers and administrators from both public and private secondary schools in the Local Government Area. There were 100 responders in the sample. Methods of multi-stage sampling were used. The “School Culture Questionnaire” (SCQ), a modified structured questionnaire from Gruenert & Valentine (2006), was used to gather data. Experts in the area validated the instrument, and its good internal consistency was evidenced by its reliability coefficient of 0.82, which was calculated using Cronbach’s Alpha. Research issues were addressed using percentages, frequency counts, and mean scores; the null hypotheses were tested at the 0.05 level of significance using the t-test. The results of the study demonstrated that collaborative strategies between principals and teachers have a significant impact on students’ academic achievement, demonstrating that schools with strong collaborative practices, consistent leadership, opportunities for professional growth, and shared academic goals typically record higher student academic achievements. In order to maximise student academic success, school administrators were advised to deliberately create and institutionalise collaborative frameworks, encourage continuous teacher-principal communication, and develop a cooperative professional climate.