Enoghase Itua Erasmus

ROLE OF SCHOOL ADMINISTRATIVE ENVIRONMENT IN SHAPING STUDENT ACADEMIC PERFORMANCE: A COMPARATIVE STUDY OF SCHOOL SIZE, LOCATION, AND PRINCIPAL GENDER IN EDO SOUTH SENATORIAL DISTRICT ABSTRACT This research examined the role of school administrative environment in shaping student academic performance: a comparative study of school size, location, and principal gender in Edo South Senatorial District. It also looked at whether factors like school location, school size, and the principal’s gender change this relationship. The study used a descriptive survey approach and involved 2,502 teachers and principals from 137 government secondary schools. From these, 217 participants were randomly chosen from 21 schools. Data were gathered through a validated questionnaire called the Nature of School Administrative Environment (SAE) and a structured form that recorded students’ NECO exam results in English, Mathematics, and Civic Education. The reliability of the questionnaire was confirmed using the split-half method, showing a high consistency score of 0.98. Hypotheses were tested using Fisher’s Z transformation applied to Pearson correlation results. Results showed a significant positive link between the school administrative environment and student academic performance (r = 0.449, p < 0.05). School location (urban or rural) did not significantly affect this relationship. However, school size and the principal’s gender were important moderators, with larger schools and male principals showing a stronger influence of administration on student success. The study concludes that while the overall administrative environment plays a vital role in students’ academic outcomes, attention should be given to how school characteristics and leadership gender impact this effect. Recommendations include targeted leadership training for principals, managing school populations strategically, and developing gender-sensitive leadership programs. Keywords: School administrative environment, student achievement, school size, school location, principal gender. Introduction The school administrative environment plays an important role in shaping how well secondary school students perform academically in Nigeria. This environment includes factors such as the school’s location, facilities, student population, and the relationship between the school and the local community (Adeyemi, 2017; Ogunleye, 2019). When school leadership is strong and the administrative environment is supportive, it improves principals’ effectiveness and creates a better learning atmosphere, which helps students perform better (Eneh & Agbo, 2020). Academic performance refers to the extent to which students achieve their educational goals, typically measured through exam results and other assessments (WAEC, 2024). Understanding how the school administrative environment impacts academic success is essential for improving education quality in Nigerian secondary schools. School administrative environment can be described as the physical, social, and organizational conditions in which school leaders operate. This includes the availability and upkeep of facilities, the size and location of the school, the quality of leadership, and collaboration between the school and its community (Adeyemi, 2017). Academic performance is the measurable output of students’ learning, shown through grades, test scores, and overall achievements in academic subjects (WAEC, 2024). These factors are interrelated because good administrative conditions support effective teaching and learning, which leads to improved student performance (Ogunleye, 2019). The importance of a good school administrative environment lies in its impact on the smooth running of schools and the achievement of educational targets. Well-organized administration allows for effective communication, proper resource allocation, and strong discipline — all vital for academic achievement (Eneh & Agbo, 2020). Conversely, schools that suffer from poor facilities, overcrowding, and weak leadership tend to struggle with student learning and outcomes (Okunola, 2018). Therefore, studying the nature of the school administrative environment and its effect on academic results can highlight areas needing improvement in Nigerian secondary schools. Research shows a strong connection between the quality of school administration and students’ academic success. Effective school leadership supported by good facilities and positive community relationships creates an environment where students tend to perform better academically (Eneh & Agbo, 2020). On the other hand, schools with poor administrative conditions often record lower student achievement (Okunola, 2018). Therefore, improving school administration is a key strategy to enhance academic performance in Nigerian secondary schools. The location of a school significantly influences its administrative environment and students’ academic outcomes. Schools in urban areas typically have better access to resources, facilities, and community support compared to rural schools, which often lack these advantages (Okunola, 2018). Urban schools benefit from stronger infrastructure and community involvement, facilitating effective school management and improved student performance. Understanding these disparities based on location can guide focused efforts to improve education where most needed. School size also plays a role in the administrative environment and academic results. Overcrowded schools suffer from limited resources, reduced teacher-student contact, and challenges in maintaining discipline, all of which can negatively affect learning (Ogunleye, 2019). Smaller schools tend to provide more personalized attention and better resource use, contributing to better academic outcomes. Studying how school size affects academic performance helps in planning effective administrative and resource strategies. The gender of school principals might impact their leadership style and the school’s administrative effectiveness, which can, in turn, influence academic performance. Some studies suggest that female principals may use more collaborative and caring leadership approaches, potentially creating a positive school climate (Akanbi, 2022). However, this influence needs further study in Nigerian contexts to fully understand its effects on educational outcomes. Empirical Literature Adebayo and Ogunlana (2018) examined the effects of school administrative environment on student academic performance in secondary schools in Lagos State, Nigeria. Utilizing a descriptive survey design, data were collected from 300 teachers and principals via structured questionnaires and analyzed using regression analysis. The findings revealed that a positive administrative environment, characterized by effective leadership, good facilities, and strong community involvement, significantly enhanced students' academic achievements. However, the study did not explore specific variables such as school size or principal’s gender, which may moderate these effects. Similarly, Bello and Waziri (2022) conducted a comparative study between rural and urban secondary schools in Kaduna State to assess the impact of school environment on student achievement. Their mixed-methods approach, involving quantitative test scores and qualitative interviews with principals, showed that the urban location provided administrative advantages such as better infrastructure and parental involvement, which boosted academic success. Nevertheless, the research's limited focus on contextual factors affecting school leadership reduces its applicability to Edo South's diverse settings. Tarimo, Bahati, and Ramadhani (2020) investigated the influence of class size and teacher workload on student academic outcomes in public secondary schools in Singida Urban, Tanzania. Using a correlational research design, the study collected and analyzed responses from 260 students and teachers through Pearson correlation and multiple regression analyses. Results indicated that smaller class sizes positively impacted student performance, whereas higher workloads compromised teacher effectiveness. While the study made a strong case for reducing workload and class sizes, it failed to consider other pertinent stress factors such as emotional strain, lack of teaching resources, or administrative pressures. Furthermore, the Tanzanian context diverges significantly from Nigeria’s educational environment, particularly in Edo South Senatorial District, limiting the cross-national applicability of its findings. Additionally, the study’s reliance on quantitative methods may have restricted its ability to capture the nuanced, lived experiences of teachers dealing with occupational stress—an aspect this current study intends to address. Akanbi (2022) studied the effect of principal gender on school leadership styles and academic performance in secondary schools in Oyo State, Nigeria. The study adopted a mixedmethods design, surveying 180 teachers and interviewing 20 principals. Results suggested that female principals tend to adopt more participative and nurturing leadership styles, fostering a positive school climate that supports student learning and leads to higher academic achievement. However, the study noted the need for larger sample sizes and broader geographic scope to generalize findings. Statement of the Problem The academic performance of secondary school students in Nigeria’s Edo South Senatorial District has been a growing concern. Data from 2023 to 2024 show a decline in students’ pass rates in key subjects in national exams, with results significantly below national averages (Federal Ministry of Education, 2024; WAEC, 2024). This decline has caused worry among educators, families, and policymakers, triggering calls for urgent intervention. Despite efforts such as curriculum reforms and teacher training, academic outcomes remain unsatisfactory, suggesting underlying problems related to the school administrative environment. Field observations reveal that many secondary schools in Edo South suffer from poor infrastructure, overcrowding, and weak school-community partnerships, which negatively impact effective administration. These factors make it difficult for principals to provide strong leadership and foster a positive learning environment (Okunola, 2018; Ogunleye, 2019). Prior empirical research has generally overlooked the specific influence of school administrative environments on academic results in this district, leaving a gap in understanding the local influences on student achievement. This study aims to fill this gap by examining how aspects of the school administrative environment affect secondary school students’ academic performance in Edo South Senatorial District. Variables such as school location, size, and the gender of the principal will be analyzed to provide insight that can help inform targeted policies and practices to improve educational outcomes in this area. Research Objectives i. To determine the influence of the school administrative environment on students’ academic performance in secondary schools in Edo South Senatorial District. ii. To examine how the location of schools affects the influence of the school administrative environment on students’ academic performance in Edo South Senatorial District. iii. To assess the impact of school size on the relationship between the school administrative environment and students’ academic performance in Edo South Senatorial District. iv. To investigate the effect of the school principal’s gender on the influence of the school administrative environment on students’ academic performance in Edo South Senatorial District. Hypotheses These following hypotheses were formulated for this study: H₀₁: There is no significant influence of school administrative environment on students’ academic performance in secondary schools in Edo South Senatorial District. H₀2: There is no significant influence of school administrative environment on academic performance of students based on the location of schools in Edo South Senatorial District. H₀3: There is no significant influence of school administrative environment on academic performance of students based on the size of schools in Edo South Senatorial District. H₀4: There is no significant influence of school administrative environment on academic performance of students based on the gender of the school principal in Edo South Senatorial District. Methodology This research used a descriptive survey method. This means the study aimed to gather information and describe what is happening in real school settings. The method helped the researcher to collect facts and understand the situation of the teachers and schools being studied. The study focused on all 2,502 teachers and principals working in senior secondary schools in Edo South Senatorial District. The list of teachers was gotten from the Edo State Ministry of Education in Benin City. These schools are spread across seven Local Government Areas: Egor, Ikpoba-Okha, Oredo, Orhionmwon, Ovia North-East, Ovia South-West, and Uhunmwode. Out of the 137 public secondary schools in the district, 21 were picked at random for the research. In total, 217 teachers and principals were chosen as the sample for the study. The researcher collected students’ results in Mathematics, English, and Civic Education using a special form. These subjects were selected because they are compulsory in all secondary schools, whether in towns or villages. The small number of teachers in rural schools also made this method suitable. Two main tools were used to collect data: a questionnaire and a form for recording students’ exam results. The questionnaire was called "Nature of School Administrative Environment (SAE)" and had two sections. The first part asked about personal details like gender, where the school is located, and the size of the school. The second part had 22 questions about the school’s administrative environment. These questions were answered using a 4-point scale: Strongly Agree (4), Agree (3), Disagree (2), and Strongly Disagree (1). The exam result form was used to collect NECO scores, which principals provided when asked. To make sure the questionnaire was good, two experts who checked the instruments and gave suggestions. Their advice helped to improve the questionnaire. To check if the questionnaire was reliable, the split-half method was used. Twenty teachers who were not part of the main study filled out the questionnaire. Their answers were checked after two days, and the results showed a high reliability score of 0.98, meaning the tool was very consistent. A total of 250 questionnaires were given to teachers and principals in the selected schools. Out of these, 217 were filled out and returned properly. The researcher and two trained assistants gave out and collected the questionnaires. This was done after getting approval from the school authorities and took two weeks. The answers collected were then used for analysis on the basis of formulated hypothesis. The hypotheses were tested using the Fisher z transformation test. Results Test of Hypotheses Hypothesis 1: There is no significant influence of school administrative environment on academic performance of students in the South Senatorial District of Edo State. Using fisher Z transformation test for the influence of school administrative environment on academic performance of students, the results obtained is shown in table 1. Table 1: Summary of fisher Z transformation test for the influence of school administrative environment on academic performance of students Pr Control variables rxy r Difference z-score P-value Decision - rxy (o) School location 3.2 Positive Influence 0.417 The information in table 1 showed the difference between the partial correlation coefficient of the influence of school administrative environment on academic performance of students is 0.449, with z-score value of 0.4772, since p < 0.05. The hypotheses that there is no significant influence of school administrative environment on academic performance of students is rejected. Hypothesis 2: There is no significant influence of school administrative environment on academic performance of students based on school location. Using fisher Z transformation test for the influence of school administrative environment on academic performance of students, the results obtained is shown in table 2. Tale 2: Summary of fisher Z transformation test for the influence of school administrative environment on academic performance based on school location. Pr Control R Difference z-score P-value Decision variables rxy 0.449 Don’t- Reject Ho rxy (o) Location 0.437 The information in table 2 showed the difference between the partial correlation coefficient of the influence of school administrative environment on academic performance of students with and without school location is 0.032, with 2-score value of 0.4356, and p value of 0.600, since p>0.05. The hypotheses that there is no significant influence of school administrative environment on academic performance of students is not rejected. Hypothesis 3: There is no significant influence of school administrative environment on academic performance of students based on school size. Using fisher Z transformation test for the influence of school administrative environment on academic performance of students, the results obtained is shown in table 3. Table 3: Summary of fisher Z transformation test for the influence of school administrative environment on academic performance based on school size Pr Control r Difference z-score P-value Decision variables rxy- Reject Ho r x y (o) Size 0.437 The information in table 3 showed the difference between the partial correlation coefficient of the influence of school administrative environment on academic performance of students with and without school size is 0.012, with z-score value of 0.4599, and p value of 44760, since p < 0.05. The hypotheses that there is no significant influence of school Administrative environment on academic performance of students is rejected Hypothesis 4: There is no significant influence of school administrative environment on academic performance of students based on principal's gender. Using fisher Z transformation test for the influence of school administrative environment on academic performance of students, the results obtained is shown in table 4. Table 4: Summary of fisher Z transformation test for the influence of school administrative environment on academic performance based on principal's gender Pr Control variables rxy R Difference P-value Decision - r x y (o) z-score Location 0.0499 Reject Ho 0.433 The information in table 4 showed the difference between the partial correlation coefficient of the influence of school administrative environment on academic performance of students is 0.016, with z-score value of 0.4599, and p value of 0.499, since p < 0.05. The hypotheses that there is no significant influence of school administrative environment on academic performance of students is rejected. Discussion of Findings The result from hypothesis one showed that the school administrative environment has a strong and positive effect on how well students do in school. The Fisher Z test gave a correlation of 0.449, and the p-value was less than 0.05, which means this result is significant. So, the idea that the school administrative environment does not affect students’ academic performance was rejected. This finding matches what Adebayo and Ogunlana (2018) found in Lagos State. Their research showed that when schools have good leaders, proper facilities, and community support, students perform better in their studies. Like in our study, they also saw that the way a school is managed is important for student success. From result from hypothesis two, when looking at whether the location of the school (urban or rural) changes the effect of the school administrative environment on student performance, the result was not significant (p > 0.05). This means that, in this study, school location did not make a big difference in how the school environment affects student performance. This is a bit different from what Bello and Waziri (2022) found in Kaduna State. They reported that students in urban schools did better because those schools had better facilities and more involved parents. However, our study suggests that in Edo South, the administrative environment is important for student performance no matter where the school is located. The result from hypothesis three showed that school size does have a significant effect on how the school administrative environment influences student performance (p < 0.05). This means that the number of students in a school can change how much the school environment affects academic results. This finding is similar to what Tarimo, Bahati, and Ramadhani (2020) found in Tanzania. They discovered that smaller class sizes helped students do better, while teachers with too much work could not help students as much. Even though their study was in another country, it supports our finding that school size matters for student achievement. The results from hypothesis four also found that the gender of the principal makes a difference in how the school administrative environment affects student performance (p < 0.05). This means that whether the principal is male or female can influence student achievement through the way the school is managed. This result is supported by Akanbi (2022), who found that female principals often use leadership styles that are more caring and inclusive, which helps create a better school atmosphere and improves student performance. However, Akanbi also said that more research with bigger samples is needed to be sure about this effect Conclusion This study concludes that a positive school administrative environment significantly enhances student academic performance in Edo South Senatorial District. While school location does not significantly alter this relationship, school size and the principal's gender do influence the impact of the administrative environment. Therefore, creating and sustaining effective administrative practices is essential for improving student outcomes. Recommendations Based on the findings of the study, it was recommended that: i. There is need to implement training programs for principals and school administrators to foster effective leadership, improve resource management, and promote community involvement, thereby creating a supportive school environment. ii. It is also important to strive for optimal class sizes to ensure that teachers can provide personalized attention and manage their workload effectively, as smaller classes correlate with improved student performance. iii. There is need to offer mentorship and professional development opportunities tailored to the gender of the principal, leveraging the strengths associated with different leadership styles to create inclusive and nurturing school climates. iv. Undertaking additional studies with larger sample sizes and broader geographical scopes is therefore essential to validate these findings and explore other potential factors influencing the school administrative environment and student academic performance. REFERENCES Adeyemi, T. O. (2017). Educational administration: Theory and practice. Lagos, Nigeria: Macmillan Publishers. Adebayo, A. A., & Ogunlana, A. O. (2018). 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