Impact of Head Teachers’ Administrative Competence on School Effectiveness in Primary Schools in Imo State

This study assesses the impact of head teachers' administrative competence on school effectiveness in public primary schools in Imo State, South East Nigeria. Effective school administration at the primary level is critical for translating educational policies into classroom realities, yet the administrative capacity of many head teachers in Nigeria remains inadequately developed. The study employs a descriptive survey design, targeting 280 head teachers, classroom teachers, and education supervisors from schools in Owerri Municipal, Orlu, and Okigwe local government areas. Data were gathered through a validated head teacher administrative competence scale and a school effectiveness index comprising items on pupil performance, teacher commitment, and school climate. Multiple regression and Pearson correlation were used for analysis. The study draws on the Systems Theory of Administration and the Instructional Leadership Model. Key competence dimensions assessed include planning and organisation, financial management, staff supervision, and community relations. Findings are anticipated to show that head teachers' competence in staff supervision and instructional leadership significantly predicts school effectiveness outcomes. The study also identifies gaps in head teacher training in financial and records management. Recommendations are directed at the Imo State Universal Basic Education Board and the National Teachers' Institute on designing targeted head teacher development programmes and revising selection criteria for primary school administrative roles. The findings contribute to the evidence base on school leadership quality in South East Nigeria. Keywords: head teachers, administrative competence, school effectiveness, primary schools, Imo State