Headteacher Administrative Competence and Pupils’ Learning Outcomes in Primary Schools in Ogun State

This study assesses the relationship between headteacher administrative competence and pupils' learning outcomes in public primary schools in Ogun State, South West Nigeria. Effective school administration at the primary level is widely acknowledged as foundational to quality basic education, yet headteachers in many Nigerian states often assume leadership positions without adequate administrative training. In Ogun State, concerns about the preparedness of school heads and its implications for classroom learning remain underexplored. The study adopts a correlational survey design and samples 310 headteachers and teachers from 50 public primary schools across Ogun State using multi-stage sampling. Data are collected with validated questionnaires and analysed using Pearson correlation and multiple regression. The study is guided by the Instructional Leadership Framework. Results indicate that headteachers who demonstrate strong competencies in curriculum supervision, staff management, and resource administration preside over schools with significantly better pupil performance on state-wide assessments. In contrast, schools led by headteachers with limited administrative training show lower pupil retention rates and weaker learning outcomes. The study recommends mandatory pre-appointment training for headteachers and periodic competency assessments conducted by state education authorities. Keywords: headteacher competence, learning outcomes, primary school administration, instructional leadership, Ogun State.