Influence of Educational Management Practices on the Implementation of Civic Education Curriculum in Secondary Schools in Gusau Educational Zone, Zamfara State

Abstract

This study examined the influence of educational management practices on the implementation of the Civic Education curriculum in secondary schools within Gusau Educational Zone, Zamfara State. Specifically, it investigated the effects of educational leadership, resource management, teacher professional development, and supervision on the delivery of Civic Education. The study adopted a correlational research design, targeting 332 respondents comprising 83 principals and 249 Civic Education teachers, from which a purposive sample of 169 participants was drawn. Data were collected using a structured questionnaire measured on a four-point Likert scale, and analyzed using descriptive statistics (mean, standard deviation) and inferential statistics (Pearson correlation and multiple regression). Findings revealed that educational leadership practices, resource management, teacher professional development, and supervision were all perceived as high among respondents. Pearson correlation showed a strong positive relationship between educational leadership and Civic Education implementation (r = .682, p < .001). Regression analyses further indicated that resource management significantly predicted Civic Education delivery (R² = .326, p < .001), while multiple regression showed that teacher professional development, supervision, and leadership collectively influenced curriculum implementation. The study concludes that effective educational management practices are crucial for enhancing teacher performance, student engagement, and overall Civic Education outcomes. Recommendations include adopting transformational leadership, ensuring adequate resource provision, continuous teacher training, and sustained supervision to improve the quality of Civic Education in secondary schools.