Neuroscience, Learning Theory, and Educational Administration: Implications for School Leadership Practice in Nigeria

This study examines the theoretical and practical implications of educational neuroscience and contemporary learning theory for school leadership and administrative practice in Nigeria. Educational neuroscience, which synthesises findings from cognitive neuroscience, developmental psychology, and education to inform teaching and learning, has generated growing interest in school administration internationally, but its penetration into Nigerian educational leadership discourse and practice remains negligible. The study employs a philosophical inquiry and critical synthesis design. Phase one involves a systematic review of the educational neuroscience literature published between 2015 and 2024, with emphasis on implications for instructional leadership and school organisation. Phase two involves 35 in-depth interviews with school principals, university education faculty, and neuroscience researchers across Lagos, Abuja, Enugu, and Kano metropolitan areas. Phase three involves participatory design workshops with 20 school leaders to co-produce contextually adapted neuroscience-informed leadership principles. Data are analysed using critical literature synthesis, thematic analysis, and participatory action research analysis. The study draws on the Neuroeducation Framework, the Ecological Systems Theory of learning, and the Transformational School Leadership Model. Findings identify sleep policy, stress reduction environments, spaced practice scheduling, and emotionally supportive administrative cultures as the most practice-relevant neuroscience insights for Nigerian school leaders. The study makes an original theoretical contribution by constructing a Neuroeducationally Informed School Leadership Model contextualised to Nigerian school administration conditions. Keywords: educational neuroscience, learning theory, school leadership, administrative practice, Nigeria.