Students’ Insights into School Management Leadership Practices in Colleges of Education in South West Nigeria

This study investigated students’ insights into school management leadership practices in Colleges of Education in South-West Nigeria. Two research questions were raised, and two hypotheses were formulated to guide the study. A descriptive survey research design was adopted. The population comprised 163 Colleges of Education in Nigeria, out of which 47 are located in South-West Nigeria. The study targeted students from both government and private institutions within the region. Using multi-stage, stratified, and simple random sampling techniques, eight Colleges of Education (two each from four states) were selected. A total of 160 students—80 male and 80 female—participated in the study, with 20 students selected from each college. Data were collected using a structured 21-item questionnaire titled Students’ Insights into School Management Leadership Practices in Colleges of Education in South-West Nigeria. The questionnaire was personally administered to the respondents. Data were analyzed using SPSS version 23 and the Grand Mean Weighted Value (GMWV), while hypotheses were tested using the independent samples t-test at the 0.05 level of significance and 14 degrees of freedom. Findings revealed that 44.4% of students were below 20 years of age, 38.8% were between 21–30 years, and 16.9% were above 30 years. Gender distribution was equal, with 50% male and 50% female respondents. Marital status showed 70.6% were single and 29.4% married. In terms of academic level, 30.0% were in N.C.E I, 36.9% in N.C.E II, and 33.1% in N.C.E III. Half of the respondents were from private colleges, while 25% each were from federal and state colleges. Analysis of responses showed that students perceived school management leadership as professional and participatory. For example, they agreed that a qualified leader promotes teaching and learning effectively (MVW = 3.68), and that principal officers encourage participatory leadership styles to achieve institutional goals (MVW = 3.68). However, the results showed no statistically significant difference in perceptions based on gender, leading to the retention of the null hypothesis. This indicates that gender does not significantly influence students’ perceptions of school management leadership styles.  Based on the findings, it was recommended that institutional leaders adopt inclusive leadership strategies by involving both staff and students in policy formulation and decision-making. This approach would promote transparency, shared responsibility, and a sense of ownership within the academic community. Additionally, to mitigate the negative impacts of authoritarian leadership tendencies, colleges should establish safe and open channels for constructive feedback and dialogue. These measures are expected to enhance leadership competence and ultimately improve academic performance in Colleges of Education across South-West Nigeria.