An assessment of the effectiveness of leadership training for secondary school prefects in Mubi North LGA, Adamawa State
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Background of the Study
Leadership training in secondary schools has gained considerable attention as educators seek to develop student leaders who can positively influence school culture and academic performance. In Mubi North LGA, Adamawa State, secondary school prefects play a pivotal role in maintaining discipline, fostering school spirit, and acting as liaisons between the student body and school administration. Effective leadership training can equip these students with essential skills such as communication, conflict resolution, and decision-making, ultimately enhancing their performance and the overall school environment (Bukar, 2023). Recent studies have indicated that leadership training programs not only improve the administrative capabilities of prefects but also contribute to the personal development of student leaders, fostering qualities such as accountability and empathy (Jummai, 2024). However, there remain questions about the extent to which these training programs meet the specific needs of secondary school prefects in Mubi North LGA. Challenges such as limited resources, inadequate training curricula, and varying levels of support from school authorities may compromise the effectiveness of these programs (Ibrahim, 2025). Moreover, while some schools report positive outcomes associated with well-structured leadership training, others continue to struggle with inconsistencies in program delivery and assessment. The socio-cultural context of Adamawa State further complicates the implementation of standardized leadership training, as local values and expectations influence the perceived roles and responsibilities of prefects (Amin, 2023). In light of these factors, this study seeks to assess the effectiveness of leadership training programs for secondary school prefects in Mubi North LGA. It will examine how training influences prefects’ leadership competencies, the overall school environment, and the academic and social dynamics within the school. By comparing different training methodologies and their outcomes, the study aims to identify best practices and areas for improvement. Furthermore, the research will explore how leadership training aligns with broader educational objectives and how it can be tailored to meet the unique challenges faced by student leaders in the region (Suleiman, 2024). Ultimately, the findings are expected to contribute to the development of more effective leadership training models that are contextually relevant and capable of empowering student leaders to make meaningful contributions to their schools (Lawal, 2025).
Statement of the Problem
In Mubi North LGA, Adamawa State, secondary school prefects are expected to take on significant responsibilities, yet many leadership training programs appear insufficient in fully preparing them for their roles. Despite the recognized importance of effective leadership for school administration and student development, there is evidence that current training methods are not meeting the evolving needs of prefects. Many student leaders report feeling inadequately prepared to manage conflicts, motivate peers, or serve as effective intermediaries between students and staff (Mustapha, 2023). The training programs, while well-intentioned, often suffer from a lack of practical application, limited resources, and insufficient follow-up support. Additionally, there is a noticeable gap between the theoretical frameworks presented in training sessions and the real-life challenges encountered in school environments. This disconnect results in prefects who may possess basic leadership knowledge yet struggle to apply these skills under pressure. Moreover, variations in the quality and delivery of leadership training across schools in the region further compound the problem, creating disparities in leadership efficacy among prefects. The absence of standardized assessment measures makes it difficult to gauge the true impact of these training programs on prefect performance and overall school climate (Abdullahi, 2024). Therefore, a comprehensive evaluation of the leadership training provided to secondary school prefects is needed to understand its effectiveness and to identify critical areas for improvement. The study will explore the specific challenges faced by student leaders, the adequacy of the training they receive, and the resultant impact on school management and student behavior. Such an investigation is essential for developing more robust, context-sensitive training programs that can better equip student leaders for the multifaceted demands of their roles (Hassan, 2025).
Objectives of the Study
- To evaluate the overall effectiveness of leadership training programs for secondary school prefects.
- To identify key gaps and challenges in the current leadership training curricula.
- To propose recommendations for enhancing the practical applicability of leadership training.
Research Questions
- How effective are current leadership training programs in developing the leadership skills of secondary school prefects?
- What are the main challenges and gaps in the existing leadership training curricula?
- What strategies can be implemented to improve the practical application of leadership training for prefects?
Research Hypotheses
- H₁: Effective leadership training is positively correlated with improved performance of school prefects.
- H₂: Gaps in training content and practical application significantly hinder the leadership effectiveness of prefects.
- H₃: Enhanced, contextually tailored leadership training programs will lead to better school management and student outcomes.
Significance of the Study
This study is significant as it provides insights into the impact of leadership training on secondary school prefects in Mubi North LGA. The findings will inform educators and policymakers on how to design and implement more effective training programs that enhance student leadership and school administration. Improved leadership among prefects can foster a positive school environment, improve conflict resolution, and promote academic success. The study’s outcomes will be valuable for driving reforms in student leadership development and ensuring that future training programs are both practical and contextually relevant.
Scope and Limitations of the Study
This study is confined to secondary schools in Mubi North LGA, Adamawa State, focusing solely on the effectiveness of leadership training for school prefects. It will not cover other forms of student leadership training or extend to schools outside the specified region.
Definitions of Terms
- Leadership Training: Structured programs aimed at developing leadership skills and competencies in student leaders.
- Prefects: Selected students who are given responsibilities to assist in school administration and act as role models.
- School Climate: The overall atmosphere, including interpersonal relationships and the learning environment, within a school.
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