Assessment of school administrators and pupils’ academic performance in regular and nomadic primary schools in Taraba State, Nigeria

Abstract

This study investigates the influence of school administrators on pupils’ academic performance in regular and nomadic primary schools pupils in Donga and Wukari local government areas of Taraba State, Nigeria. The study adopted a cross-sectional research design and employed both primary and secondary methods of data collections. T-test and descriptive statistics (frequencies and percentages) were used to analyse and
interpret data obtained from respondents. The study found that regular primary schools pupils’ performed better than their counterparts in nomadic primary schools. It was also revealed among others, that school inspection was more consistent in regular schools than in nomadic schools. Regular primary schools administrators had relatively less problems with schools inspection than their counterparts in nomadic schools.
Teaching and learning facilities were inadequate in both schools with nomadic schools being more seriously affected. The study recommended that, the local government in Taraba State should collaborate with the State government to allocate enough money for school administrators to carry out regular school inspections and provide adequate teaching and learning facilities in schools to ensure high pupils performance. Also employ more qualified teachers, motivate teachers and ensure adequate posting of teachers particularly in nomadic schools.