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

The curriculum management strategies of highly experienced and less experienced secondary school principals were compared in this study. The study was guided by a single research topic, and a null hypothesis was tested at the 0.05 level of significance. The study was conducted using a descriptive survey research approach. The participants in this study were 106 secondary school principals and vice principals from 44 public secondary schools 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. Data was 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’s internal consistency, and reliability values of 0.75 were obtained. The researcher and five research assistants used direct administration to collect data for the study. There was a 100% return rate. The study question was answered using arithmetic mean and standard deviation scores, and the null hypothesis was tested using a t-test at the 0.05 level of significance. The study’s findings indicated that there is no discernible difference in the curriculum management techniques of highly experienced and less experienced secondary school principals. Most school heads do a review of all course curricula and hold meetings to establish what type of extra-curricular activities are required. The study’s implications and findings were drawn.