Role of Head Teachers in Promoting Teacher Effectiveness in Primary Schools in Kaduna State

This study examines the role of head teachers in promoting teacher effectiveness in public primary schools in Kaduna State, North West Nigeria. Head teachers occupy a pivotal position in translating school improvement policies into daily instructional realities, yet their instructional leadership functions in Nigerian primary schools are often overshadowed by administrative responsibilities. The study adopts a descriptive survey design, engaging 270 primary school teachers and education supervisors from schools in Kaduna South, Zaria, and Kachia local government areas. Data were collected using a head teacher instructional leadership scale and a teacher effectiveness rating questionnaire, both validated by educational administration experts. Mean scores, standard deviation, and Pearson correlation were applied. The study draws on the Instructional Leadership Model of Hallinger and Heck and the Distributed Leadership Framework. It examines head teacher behaviours including curriculum supervision, lesson observation, mentoring, professional development facilitation, and creation of a collegial school culture. Findings are anticipated to show that head teachers who actively engage in instructional supervision and teacher mentoring are associated with significantly higher teacher effectiveness ratings. The moderating effect of head teacher qualification and school location is also investigated. Recommendations target the Kaduna State Universal Basic Education Board and the National Teachers' Institute on training head teachers in instructional leadership competencies and reducing their administrative burden to allow greater focus on teacher support. Keywords: head teachers, teacher effectiveness, primary schools, Kaduna State, instructional leadership