Atributos pessoais da eficácia dos diretores e educadores nas escolas públicas de ensino médio do estado de Anambra, Nigéria

Introduction: Educational systems worldwide recognize formal learning as a fundamental catalyst for societal transformation across economic, social, and political dimensions. This comprehensive process equips individuals with essential competencies, knowledge, and behavioural patterns necessary for meaningful societal participation. Objective: This investigation seeks to examine how specific principals' personal attributes impact the professional effectiveness of educators within Anambra State's public secondary schools. Methods: Using a descriptive cross-sectional survey design, data were collected from 150 teachers and 150 principals across 21 local government areas using the Educator Performance Assessment Scale (EPAS) and Principal Characteristics Inventory (PCI). This study examined personal attributes of principals and educators' effectiveness in public secondary schools in Anambra State, Nigeria. Five research questions and four hypotheses guided the study. Statistical analysis employed frequency and percentage, Pearson correlation, and multiple regression techniques. Results: Results revealed that the majority of principals were female (58.7%), aged 55-65 years (62.7%), with 10+ years of administrative experience (72.0%). Administrative experience demonstrated a strong positive correlation with educator effectiveness (r = 0.824, p < 0.001), explaining 67.9% of the variance. Principals' age showed a weak but significant positive correlation (r = 0.163, p = 0.046), accounting for only 2.7% of variance, while gender exhibited no significant relationship (r = 0.063, p = 0.442). Collectively, the three attributes explained show 69.4% of variance in educator effectiveness (R² = 0.694, p < 0.001), with administrative experience being the dominant predictor. Conclusion: The study concludes that while personal attributes have minimal individual impact, administrative experience is the critical determinant of educator effectiveness. Recommendations include implementing competence-based principal appointments, investing in leadership development programs, ensuring gender-inclusive policies, and establishing structured succession planning systems.