Introduction
Educational reforms in any given country of which Nigeria is not
exclusive always originate through the basic belief that substantial
improvement can be gained in a country and by its persons via a careful
development of the academic process (Omolewa, 2007). Although there have
been efforts in the past at reforming education even though the clause
“reform” may not have been used. Nigeria has seen numerous scholastic
reforms which commenced at the pre-independence. The change was burnout
of the nation’s notable protesters for self-rule that led the British
expatriates to modify the learning system in operation in 1954 from
8-6-2-3 system i.e. 8year primary, 6year secondary, 2year higher school
certificate and 3year university to a new system of 6-5-2-3 that is
6year primary, 5year secondary, 2year higher school certificate and
3year university. The alteration occasioned in lessening the number of
years at the primary and secondary school stages and created further
awareness in the minds of her citizenries about education.
The major reform programmes in education after independence was the
Universal Primary Education (UPE) programmes and the 6-3-3-4 system of
education. The first two decades after the nation’s independence was
seen as an era of self-determination and expansion in education,Fafunwa
(1974). Other foremost change guidelines include: the Federal Government
overthrow of provincial universities in 1975, (Adamu, 2004); the
Universal Basic Education Programme of 1999, among others. Similarly,
learning reformations have been carried out by both advanced,developing
and the under-developed countries of the world. Bello (2007) in a
statement pointed out certain reasons for reforms in education to
include; to have education applicable to the wishes of the country,
furnish students with appropriate knowledge,transmute their reserved and
specialized lives, make education handy to more persons and pay extra
responsiveness to science and technology. Others comprised the plea to:
intimate learners with up-to-date information and communication
technology skills, kit schools with suitable assets, improve teaching
approaches and instructive practices, mend the school valuation system,
and prepare the citizens of the country to face the contests of
globalization.
Reforms consist of changes and improvement to a law, social system or
institution (Atanu,2006). However, there can be changes without
improvements. Innovations and reforms in education are responses to
varying economic and social-political circumstances both in developed
and developing states. For people to feel the need to change an
educational system at any given time, it is obligatory that the novel
philosophies and needs which occurred in the previous system are no
lengthier germane (Adamu, 2004).
For schools to meet the expected standards, principals must be ready to
drive the various reforms initiatives to its target. These reforms may
include but not limited to integration of information and communication
technology, and introduction of entrepreneurship education. Integration
of information and communication technology in the context of this work
refers to the incorporation of electronic device to carryout
administrative tasks in the school system in a manner that is
acceptable, smart and timely. Entrepreneurship education is considered
important in this study and refers to a course taught by instructor with
the objective of making the learners become independent and
self-employed with the ability to take risk and translating the risk
into profit making ventures through education.
Principals who are transformational leaders are those whose leadership
style inspires extraordinary performance among staff members.\cite{sco} Kreiter,
Kinicki and Buelens (2002) asserted that transformational leadership can
yield momentous syllabus amendment and outcomes; since it fathoms the
process of change. It is able to convert staff to chase desired goals in
view of self-interest.Reforms in education therefore, need to consider
the unique roles of principals in the country’s education system.
Principals’ are seen and regarded as managers in the school system and
are expected to direct the affairs of the organization for the
achievement of predestined goals and objectives. The success of any
nation is inseparable from its sound policy framework which is basically
guided and supported with functioning managerial technique, informed by
modern decrees.