Influence of Principals and Teachers’ Collaborative Strategies on Students’ Academic Achivement in Public and Private Secondary Schools.

This study investigated the influence of principals’ and teachers’ collaborative strategies on students’ academic achievement in public and private secondary schools. The primary goal was to examine the effects of specific cooperative strategies between educators and school administrators on student learning outcomes. For the study, a descriptive survey research approach was chosen. The population consisted of teachers and administrators from both public and private secondary schools in the Local Government Area. There were 100 responders in the sample. Methods of multi-stage sampling were used. The “School Culture Questionnaire” (SCQ), a modified structured questionnaire from Gruenert & Valentine (2006), was used to gather data. Experts in the area validated the instrument, and its good internal consistency was evidenced by its reliability coefficient of 0.82, which was calculated using Cronbach’s Alpha. Research issues were addressed using percentages, frequency counts, and mean scores; the null hypotheses were tested at the 0.05 level of significance using the t-test. The results of the study demonstrated that collaborative strategies between principals and teachers have a significant impact on students’ academic achievement, demonstrating that schools with strong collaborative practices, consistent leadership, opportunities for professional growth, and shared academic goals typically record higher student academic achievements. In order to maximise student academic success, school administrators were advised to deliberately create and institutionalise collaborative frameworks, encourage continuous teacher-principal communication, and develop a cooperative professional climate.

Achievement, Collaborative Strategies, Principal and Teachers, Public and Private Schools.

1. Afemikhe, A. (2022). Collaborative leadership and school culture in Nigerian secondary schools. Journal of Educational Administration and Planning. [Google Scholar] [Crossref]

2. Afemikhe, A., et al. (2022). Administrative styles and examination pass rates in secondary education. Nigerian Journal of Educational Management. [Google Scholar] [Crossref]

3. American Educational Research Association. (2019). Code of ethics. https://www.aera.net [Google Scholar] [Crossref]

4. Bush, T., & Glover, D. (2017). Distributed leadership in schools: Developing tomorrow's leaders. Routledge. [Google Scholar] [Crossref]

5. Creswell, J. W., & Guetterman, T. C. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed.). Pearson. [Google Scholar] [Crossref]

6. Day, C., Gu, Q., & Sammons, P. (2022). The impact of leadership on student outcomes: How successful school leaders use power and influence. Educational Administration Quarterly. [Google Scholar] [Crossref]

7. Deal, T. E., & Peterson, K. D. (2016). Shaping school culture: Heart, soul, and spirit. Jossey-Bass. [Google Scholar] [Crossref]

8. Ejiogu, E. C., & Ajayi, I. A. (2010). Teacher collaboration and instructional quality in secondary schools. African Journal of Educational Studies. [Google Scholar] [Crossref]

9. Emunemu, B. O., & Adepoju, S. A. (2020). Pedagogical cooperation and student engagement in Nigerian schools. International Journal of Educational Research. [Google Scholar] [Crossref]

10. Enwereazu, C. (2024). Collaborative teaching practices and student success in core subjects. Journal of Teacher Education and Development. [Google Scholar] [Crossref]

11. Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–4. https://doi.org/10.11648/j.ajtas.20160501.11 [Google Scholar] [Crossref]

12. Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). Sage Publications. [Google Scholar] [Crossref]

13. Goddard, Y. L., Goddard, R. D., & Skaalvik, E. M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record, 109(4), 877–896. [Google Scholar] [Crossref]

14. Goddard, Y. L., et al. (2021). Collective teacher efficacy and student achievement. Journal of Educational Psychology. [Google Scholar] [Crossref]

15. Gruenert, S., & Valentine, J. (2006). The School Culture Survey. University of Missouri. [Google Scholar] [Crossref]

16. Hallinger, P., & Wang, W. C. (2021). School leadership and student outcomes in Asia: A meta-analysis. Educational Management Administration & Leadership. [Google Scholar] [Crossref]

17. Hattie, J. (2023). Visible learning: The sequel. Routledge. [Google Scholar] [Crossref]

18. Ingersoll, R., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233. https://doi.org/10.3102/0034654311403323 [Google Scholar] [Crossref]

19. Jamieson, S. (2004). Likert scales: How to (ab)use them. Medical Education, 38(12), 1217–1218. https://doi.org/10.1111/j.1365-2929.2004.02012.x [Google Scholar] [Crossref]

20. Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management. [Google Scholar] [Crossref]

21. Local Government Education Authority. (2025). Annual statistical bulletin on secondary schools in Ila LGA. Osun State Government. [Google Scholar] [Crossref]

22. MacNeil, A. J., Prater, D. L., & Busch, S. (2009). The effects of school culture and climate on student achievement. International Journal of Leadership in Education, 12(1), 73–84. [Google Scholar] [Crossref]

23. Marzano, R. J. (2005). School leadership that works: From research to results. ASCD. [Google Scholar] [Crossref]

24. Nna-Kue, C., & Agumagu, V. (2023). School culture evaluation and strategic enhancement in Nigerian education. Nigerian Journal of Educational Policy. [Google Scholar] [Crossref]

25. Okon, J. E., & Archibong, I. A. (2014). Inclusivity in decision making and teaching workforce stability. Journal of Educational Administration. [Google Scholar] [Crossref]

26. Okorie, N. C., & Eze, T. I. (2023). Resource endowment and accountability mechanisms in public and private schools. African Journal of School Management. [Google Scholar] [Crossref]

27. Oluwatayo, J. A. (2019). School ownership and collaborative leadership enactment. International Journal of Educational Leadership. [Google Scholar] [Crossref]

28. Onofe, R. A., et al. (2022). Organized teacher collaboration and school performance. Journal of Educational Research and Development. [Google Scholar] [Crossref]

29. Osun State Ministry of Education. (2025). Administrative records on public secondary schools. Government of Osun State. [Google Scholar] [Crossref]

30. Owolabi, S. O. (2020). Organizational clarity and academic performance in secondary institutions. Nigerian Journal of Educational Administration. [Google Scholar] [Crossref]

31. Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (7th ed.). McGraw-Hill Education. [Google Scholar] [Crossref]

32. Reeves, D. B. (2007). Before it's too late: Why and how to change your school now. Solution Tree Press. [Google Scholar] [Crossref]

33. Rentech Digital. (2025). Directory of registered secondary schools in Ila LGA. https://www.rentechdigital.com [Google Scholar] [Crossref]

34. Robinson, V. M. J. (2018). Reduce change to increase improvement: A practical guide for school leaders. Corwin. [Google Scholar] [Crossref]

35. Ross, J. A., & Adams, D. (2018). Collaborative pedagogical practices and academic success. Teaching and Teacher Education. [Google Scholar] [Crossref]

36. Spillane, J. P. (2019). Distributed leadership: A framework for understanding school leadership. Educational Researcher. [Google Scholar] [Crossref]

37. Ushie, M. A., et al. (2018). Internal communication and teacher collaboration in secondary schools. Journal of Educational Management and Planning. [Google Scholar] [Crossref]

38. Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2017). Teacher collaboration: A systematic review. Educational Research Review, 13, 17–40. https://doi.org/10.1016/j.edurev.2015.04.002 [Google Scholar] [Crossref]

39. Vangrieken, K., et al. (2021). Collaborative processes and instructional refinement. Learning and Instruction. [Google Scholar] [Crossref]

40. West African Examinations Council. (2022). Annual report of results: West African Senior School Certificate Examination. WAEC. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study