Curriculum Management Practices by Head of Schools: Empirical Evidence from Secondary Schools in the Nnewi Education Zone

Abstract

The curriculum management strategies of highly experienced and less experienced secondary school principalswere compared in this study. The study was guided by a single research topic, and a null hypothesis was testedat the 0.05 level of significance. The study was conducted using a descriptive survey research approach. Theparticipants in this study were 106 secondary school principals and vice principals from 44 public secondaryschools in the Nnewi Education Zone. Because the research population was manageable, no sampling was done.As a result, the study’s population size was made up of 106 secondary school principals and vice principals. Datawas collected using a questionnaire produced by a researcher called the Curriculum Management Practice Scale.Two professionals independently verified the tool. Cronbach alpha was employed to examine the instrument’sinternal consistency, and reliability values of 0.75 were obtained. The researcher and five research assistants useddirect administration to collect data for the study. There was a 100% return rate. The study question was answeredusing arithmetic mean and standard deviation scores, and the null hypothesis was tested using at-test at the0.05 level of significance. The study’s findings indicated that there is no discernible difference in the curriculummanagement techniques of highly experienced and less experienced secondary school principals. Most schoolheads do a review of all course curricula and hold meetings to establish what type of extra-curricular activities arerequired. The study’s implications and findings were drawn.