Citation

Akudo, F. U., Nwanyadimo, N. E., & Ozuluonye, C. G. (2026). Principals’ Soft Skills and Management Efficiency in Secondary Schools in Anambra State, Nigeria. International Journal of Research, 13(4), 60–73. https://doi.org/10.26643/ijr/edupub/6

Prof. Florence U. Akudo

Ngozi Emerencia Nwanyadimo

Dr. Chime Gladys Ozuluonye

Department of Educational Management and Policy, Faculty of Education Nnamdi Azikiwe University, Awka

Abstract        

This study investigates the relationship between principals’ soft skills and management efficiency in public secondary schools in Anambra State, Nigeria. Five research questions guided the study and five null hypotheses were tested at 0.05 level of significance. The correlational survey research design was adopted for the study. From a population of 6, 899 a sample of 268 teachers was drawn using proportionate stratified- random sampling technique. Two questionnaires titled “Principals’ Soft Skill Questionnaire (PSSQ) and School Management Efficiency Questionnaire (SMEQ)” were used to collect data for the study. The instruments were validated by two experts from the Department of Educational Management and Policy and one expert from the Department of Educational Foundation (Measurement and Evaluation) all in the Faculty of Education, Nnamdi Azikiwe University. Internal consistency of the instruments was determined using Cronbach’s Alpha method and coefficients of 0.84 and 0.85 were obtained for the two instruments PSSQ and SMEQ respectively. Data were analyzed using Pearson’s Product Moment Correlation analysis. P-value was used to determine the significance of correlation at 0.05 significant level. The findings revealed that principals interpersonal, leadership, adaptability, decision-making and resilience skills all had significant positive relationships with management efficiency in secondary schools in Anambra State. The study concluded that principals’ soft skills are critical determinants of effective and efficient school management. Based on the findings, it was recommended among others that school principals should be regularly trained and retrained through workshops, seminars and leadership development programmes to enhance their soft skills for improved school management efficiency.

Keywords: Principals, Soft Skills, Management, Management Efficiency

Introduction:

Education is widely recognized as a fundamental instrument for national development, social transformation, and the promotion of human capital (Akinola, 2022). In Nigeria, the education system is structured into three main levels: primary, secondary, and tertiary education, with each level serving a distinct purpose in the development of learners and the nation as a whole (Federal Ministry of Education (FME), 2013). The Nigerian education system is governed by policies that aim to ensure access, equity, quality, and relevance of education, guided by the National Policy on Education (NPE, 2019). At the foundational level, primary education provides basic literacy and numeracy skills and serves as the entry point for formal learning. This is followed by secondary education, which is intended to consolidate foundational knowledge, prepare students for higher education or vocational training, and equip them with critical thinking, problem-solving, and social skills necessary for personal and national development (Okeke and Ugwoke, 2021).

Secondary education in Nigeria serves as the critical bridge between foundational primary education and higher academic or vocational pursuits. According to the National Policy on Education (FME, 2013), secondary education is the level of education that bridges the gap between primary and tertiary education. The objectives of secondary education are designed to provide adequate preparation for higher education, vocational training and lifelong learning. Specifically, secondary education aims to provide students with the knowledge and skills necessary for further education, equip them with practical and technical competencies for employment or self-reliance and promote the all-round development of the individual intellectually, morally, socially and physically. It also seeks to instill a sense of civic responsibility, national consciousness and social awareness, prepare students for adult life and informed career choices, foster an appreciation for science, technology, and cultural heritage, and lay thefoundation forlifelong learning and personal growth.

However, achieving these goals goes beyond mere curriculum delivery, it requires strategic and efficient management. This means that the success of secondary schools depends on well-coordinated policies, resource optimization, and a supportive learning environment that nurtures well-rounded individuals ready to contribute meaningfully to society. Managing a secondary school is a multifaceted endeavour that blends administrative precision with human-centered leadership. Weihrich, Cannice and Koontz (2019) defined management as the process of designing and maintaining an environment in which individuals, working together in groups, efficiently accomplish selected aims. Griffin (2025) explained that management is a set of activities directed at an organization’s resources, with the aim of achieving organizational goals in an efficient and effective manner. This definition recognizes management as an active and dynamic process. Operationally, management is defined as the strategic and systematic coordination of human, material and financial resources by secondary school principals to ensure the effective administration of schools, enhance teaching and learning outcomes and promote overall management efficiency. In the context of this study,managementrefers to theprocess by which school principals plan, organize, coordinate, direct and control the activities of a secondary school to achieve its educational goals effectively and efficiently.It involves theoptimal use of human, financial, and material resources, supervision of staff, facilitation of teaching and learning, maintenance of discipline and engagement with stakeholders to ensure that school objectives are met.

In schools, management efficiency is about creating ecosystems where policies transform into student success, and where every resource is leveraged to fulfill the National Policy on Education’s promises. According to Ogbonnaya (2019), management efficiency encompasses strategic planning, resource allocation, staff supervision, student discipline, and community engagement. It is a balancing act where policies meet practicality, and where the principal’s ability to inspire, organize, and innovate determines institutional success. In the context of this study, management efficiency in secondary schools refers to the effective coordination and utilization of human, material and financial resources to achieve educational objectives. Efficient management ensures that schools operate smoothly, fostering an environment conducive to teaching and learning. Key indicators of management efficiency include optimal resource allocation, staff motivation, student academic performance and minimal wastage of resources.

In Anambra State, where educational standards are highly prioritized, the efficiency of school management can mean the difference between mediocrity and excellence (Nwankwo, 2022). Nwankwo buttressed that a well-managed school ensures: (i) optimal use of financial and material resources; (ii) high teacher morale and productivity; (iii) improved student academic performance, and; (iv) a positive school-community relationship. Despite Anambra State having a strong cultural emphasis on academic excellence, the efficiency of school management remains inconsistent across its secondary schools. One of the most pressing issues is the inadequate supervision and leadership inefficiency among school administrators. Many principals lack the necessary managerial skills to coordinate school activities effectively (Nwaelehia, Woken and Orji, 2024). Decision-making is often delayed or inconsistent due to bureaucratic bottlenecks, leading to poor implementation of policies. The inability to enforce discipline among teachers and students also contributes to a decline in academic standards as a result of poor resource management.

Poor resource management is another major concern. Funds allocated for school projects and maintenance are frequently mismanaged or insufficiently utilized. Many public schools struggle with inadequate classroom space, outdated teaching materials, and poor sanitation facilities, making the learning environment unconducive (Umeghalu and Obi 2020). In some cases, essential school resources are diverted for personal gains, exacerbating the issue of inefficiency. Amidst the widespread inefficiencies plaguing public secondary schools in Anambra State, the role of principals’ soft skills has become increasingly crucial in fostering management efficiency. While technical knowledge and administrative experience are essential, a principal’s ability to communicate effectively, lead with emotional intelligence, manage conflicts and foster teamwork significantly impacts the overall functionality of a school.

For school principals, skills are essential for ensuring efficiency in administration, communication, decision-making, and conflict resolution all of which contribute to effective school management. According to Kamalu and Mbakwe (2022), skills refer to the abilities, competencies, and expertise that enable individuals to perform tasks effectively, solve problems, and achieve organizational goals. Robles (2020) defined skill as a learned capacity to carry out a function with determined results, often within a given amount of time, energy, or both. Skills are broadly categorized into hard skills and soft skills. While both play a role in school management, soft skills are particularly crucial for principals in ensuring leadership effectiveness.

Soft skills refer to personal, emotional, and social abilities that determine how individuals interact, communicate, and collaborate with others. Unlike hard skills, which focus on technical competencies, soft skills shape a leader’s ability to inspire, motivate, and manage people effectively (Gertrude, Ahiwe and Obinna 2023). In the context of secondary school management, soft skills enable principals to foster a positive school culture, build trust among teachers and students, resolve conflicts, and drive innovation. As schools are dynamic institutions with multiple stakeholders, including teachers, students, parents, and policymakers, principals require strong interpersonal and leadership skills to navigate complex challenges effectively. Studies of Kamalu and Mbakwe (2022) and Gertrude, Ahiwe and Obinna (2023) highlighted the following dimensions of soft skills: emotional intelligence, problem-solving skills, communication skills, interpersonal skills, leadership skills, adaptability skills, decision-making skills, resilience skills, stress management skills, creativity, team-building skills and critical thinking skills. But for the purpose of this study, attention will be focused on three highly import skills which are interpersonal skills, leadership skills and adaptability skills. This is because these skills have direct relevance to the role of principals in ensuring management efficiency in secondary schools in Anambra State.

            Interpersonal skills refer to a principal’s ability to communicate, collaborate, and build relationships with teachers, students, parents, and the community. A principal with strong interpersonal skills fosters a positive school culture, promotes teamwork, and enhances staff morale. Such a leader listens actively, resolves conflicts effectively, and maintains open lines of communication, ensuring that all stakeholders work towards common goals (Northouse, 2019). Conversely, a principal who lacks interpersonal skills may struggle to build trust, leading to misunderstandings, low staff motivation, and resistance to policies, which ultimately hampers school management.

            Building upon interpersonal abilities, leadership skills enable principals to inspire and guide their schools toward achieving academic excellence and institutional goals. Effective leaders set clear visions, motivate staff, and make strategic decisions that enhance school operations. A principal with strong leadership skills nurtures a collaborative environment, empowering teachers and students to perform at their best. They also encourage professional development and innovation, ensuring the school remains competitive and efficient. Without strong leadership skills, principals may struggle to establish authority, resulting in poor staff performance, disorganization, and an overall decline in educational standards (Leithwood, Harris and Hopkins, 2020).

            Adaptability refers to the capacity to adjust one’s thinking, behaviour, and strategies in response to new, changing, or unexpected conditions (Martin, Nejad, Colmar and Liem, 2020). The dynamic nature of education demands that principals embrace new teaching methods, technology, and administrative reforms. Principals with high adaptability skills can navigate unforeseen challenges, such as curriculum adjustments or crises like the COVID-19 pandemic, ensuring minimal disruptions to learning (Nurhattati, Rahmawati, Rugaiyah, Ripki, and Wicaksono, 2023). On the other hand, a rigid principal who resists change may hinder innovation, causing stagnation and inefficiency in school operations. Such resistance can lead to outdated teaching practices, staff frustration, and a decline in students’ academic performance.

            When these soft skills are present, principals can foster a collaborative, innovative, and supportive school environment that enhances teaching and learning outcomes. In Anambra State, where secondary schools still face diverse challenges including inadequate funding, staff turnover, student discipline issues, and curriculum reforms principals’ ability to lead effectively hinges on their soft skills. Currently, many principals in Anambra State ascend to leadership positions based on tenure, academic qualifications, or political influences rather than leadership competencies. Studies suggest that while some principals possess technical expertise, they lack the soft skills necessary for efficient school administration (Olayemi, 2023). For instance, principals with weak interpersonal skills may struggle to build team cohesion among teachers, leading to low morale and reduced instructional effectiveness.

            Similarly, those lacking adaptability skills may resist modern teaching methodologies and technological advancements, limiting students’ exposure to innovative learning experiences (Hallinger and Heck, 2021). Schools where principals demonstrate poor leadership and interpersonal skills my often experience frequent conflicts, declining teacher commitment, and reduced academic performance (Leithwood, et al., 2020). Personal observation of researcher in secondary schools in Anambra State suggests persistent managerial challenges. Despite the state’s investment in education and its national recognition as one of the academically advanced states in the country, several schools in the state continue to experience inadequate instructional materials, weak maintenance culture, low staff morale, poor communication patterns, and inefficiencies in administrative processes. These issues raise concerns about principals’ possession of necessary soft skills for managerial efficiency. This is because effective leadership extends beyond technical knowledge and administrative procedures. A principal may possess professional qualifications and managerial experience yet struggle to achieve optimal outcomes without strong soft skills that enable effective communication, collaboration, teacher empowerment and the capacity to adjust one’s behaviour. It is against this background that this study examined the principals’ soft skills and management efficiency in secondary schools in Anambra State.

Statement of the Problem

Effective management of secondary schools depends not only on technical and administrative competence but also on the quality of interpersonal and intrapersonal abilities demonstrated by school leaders. Principals, as chief administrators and instructional leaders, are expected to possess essential soft skills such as communication, emotional intelligence, interpersonal relations, adaptability, teamwork, and conflict management. These skills influence how they relate with teachers, students, parents, and other stakeholders, and how effectively they coordinate human and material resources toward achieving school goals. Ideally, when principals demonstrate strong soft skills, they foster a positive school climate, enhance staff motivation, strengthen collaboration, and ultimately improve overall management efficiency.

However, personal observation of researchers in secondary schools in Anambra State suggests persistent managerial challenges. Despite the state’s investment in education and its national recognition as one of the academically advanced states in the country, several schools continue to experience inadequate instructional materials, weak maintenance culture, low staff morale, poor communication patterns, and inefficiencies in administrative processes. These issues raise concerns about the effectiveness of school management at the secondary level.

While inadequate funding and systemic constraints may contribute to these challenges, it has been argued that effective leadership extends beyond technical knowledge and administrative procedures. A principal may possess professional qualifications and managerial experience yet struggle to achieve optimal outcomes without strong soft skills that enable effective communication, emotional regulation, collaboration, and conflict resolution. In many instances, recruitment, training, and performance evaluation systems for principals in Nigeria appear to emphasize academic credentials and years of service, with limited attention to soft skill competencies.

Furthermore, empirical studies in Nigeria have largely focused on principals’ administrative competence, leadership styles, or resource management practices, with relatively limited attention given to the specific role of soft skills in enhancing management efficiency. In Anambra State particularly, there is insufficient empirical evidence establishing whether and to what extent principals’ soft skills relate to their management efficiency.

This gap in knowledge makes it difficult to determine whether observed management inefficiencies are primarily associated with deficiencies in soft skills or are mainly the result of structural and contextual factors. Consequently, there is a need to investigate the relationship between principals’ soft skills and management efficiency in secondary schools in Anambra State.

Purpose of the Study

The purpose of the study was to determine the relationship between principals’ soft skills and management efficiency in secondary schools in Anambra State. Specifically, the study sought to determine the relationship between:

1. principals’ interpersonal skills and management efficiency in secondary schools in Anambra State.
2. principals’ leadership skills and management efficiency in secondary schools in Anambra State.
3. principals’ adaptability skills and management efficiency in secondary schools in Anambra State.

Research Questions

The following research questions guided the study:

1. What is the relationship between principals’ interpersonal skills and management efficiency in secondary schools in Anambra State?
2. What is the relationship between principals’ leadership skills and management efficiency in secondary schools in Anambra State?
3. What is the relationship between principals’ adaptability skills and management efficiency in secondary schools in Anambra State?

Hypotheses

The following null hypotheses were tested at 0.05 level of significance:

1. There is no significant relationship between principals’ interpersonal skills and management efficiency in secondary schools in Anambra State.
2. There is no significant relationship between principals’ leadership skills and management efficiency in secondary schools in Anambra State.
3. There is no significant relationship between principals’ adaptability skills and management efficiency in secondary schools in Anambra State.

Method

The study adopted correlational research design. The study was conducted in the 268 public secondary schools in Anambra State. A sample of 719 teachers drawn using stratified random sampling technique was used for the study. Two instruments developed by the researchers were used for data collection namely: “Principals’ Soft Skill Questionnaire (PSSQ) and “School Management Efficiency Questionnaire (SMEQ)”. The instruments were validated by three lecturers; two in Department of Educational Management and one in Department of Educational Foundations (Measurement and Evaluation Unit), all from the Faculty of Education, Nnamdi Azikiwe University, Awka. Internal consistency coefficient of 0.83, 0.81 and 0.82 were obtained for PSSQ while 0.85 was obtained for SMEQ using Cronbach’s Alpha statistical method. On the spot delivery method was used by the researchers and five research assistants to administer copies of the instrument to principals in their respective schools. At the end of the exercise, 59 copies (8.2%) were either lost or not properly filled and could not be used for the analysis. Only 619 copies out of the 660 copies administered were properly filled and retrieved and thus were used for data analysis. The return rate was approximately 91.8% of the sample which the researcher considered satisfactory for the study. Data obtained for the study were analyzed using Pearson’s correlation analysis. the coefficient r and the size of the relationship was interpreted using the correlation coefficient recommended by Nworgu (2015), as follows: .00- .19= Negligible Correlation; .20- .39= Low Correlation; .40- .59= Moderate Correlation; .60- .79=High Correlation; .80- 1.00= Very High Relationship. For the null hypotheses, p-value was used to determine the significance of the correlation. Where the calculated p-value is less than the stipulated level of significance 0.05, the null hypothesis was rejected. Whereas the null hypothesis was not rejected where the calculated p-value is greater than the stipulated level of significance 0.05.

Results

Research Question 1: What is the relationship between principals’ interpersonal skills and management efficiency in secondary schools in Anambra State?

Table 1: Pearson r on the Correlation between Principals’ Interpersonal Skills and Management Efficiency

Source of Variation                                 N		r	Remark
Interpersonal Skills Management Efficiency	619	0.71	High Relationship

Table 1 shows that there is a high positive relationship existing between principals’ interpersonal skills and management efficiency in secondary schools in Anambra State. This is evident by the size of the Pearson’s Correlation Coefficient r, which is 0.71. this suggests that as principals’ interpersonal skills increase, management efficiency in secondary schools also improves.

Research Question 2: What is the relationship between principals’ leadership skills and management efficiency in secondary schools in Anambra State?

Table 2: Pearson r on the Correlation between Principals’ Leadership Skills and Management Efficiency

Source of Variation                                N		r	Remark
Leadership Skills Management Efficiency	619	0.76	High Relationship

Table 2 shows that the Pearson’s r = 0.76, indicating a high positive relationship between principals’ leadership skills and management efficiency in secondary schools in Anambra State. This suggests that as principals’ leadership skills increase, management efficiency in secondary schools also improves.

Research Question 3: What is the relationship between principals’ adaptability skills and management efficiency in secondary schools in Anambra State?

Table 3: Pearson r on the Correlation between Principals’ Adaptability Skills and Management Efficiency

Source of Variation                                N		r	Remark
Adaptability Skills Management Efficiency	619	0.68	High Relationship

Table 3 shows that there is a high positive relationship between principals’ adaptability skills and management efficiency in secondary schools in Anambra State. This is shown by the size of Pearson’s Correlation Coefficient r, which is 0.68.

Hypothesis 1: There will be no significant relationship between principals’ interpersonal skills and management efficiency in secondary schools in Anambra State.

Table 4: Test of Significance of Pearson Correlation between Principals’ Interpersonal Skills and Management Efficiency

Source of Variation                     N		r	p-value	Remark
Interpersonal Skills Management Efficiency	619	0.71	0.00	Sig

Analysis on Table 4 shows that there is a significant relationship between principals’ interpersonal skills and management efficiency in secondary schools in Anambra State. The calculated r (0.71) had P-value < 0.05. The 1st null hypothesis was therefore rejected.

Hypothesis 2: There will be no significant relationship between principals’ leadership skills and management efficiency in secondary schools in Anambra State.

Table 5: Test of Significance of Pearson Correlation between Principals’ Leadership Skills and Management Efficiency

Source of Variation                     N		r	p-value	Remark
Leadership Skills Management Efficiency	619	0.76	0.00	Sig

Table 5 shows that there is a significant relationship between principals’ leadership skills and management efficiency in secondary schools in Anambra State. The calculated r (0.76) had P-value < 0.05. The 2nd null hypothesis was therefore rejected. The result is statistically significant, suggesting that leadership competencies such as vision sharing, delegation, ethical conduct, and staff development strongly influence efficient school management.

Hypothesis 3: There will be no significant relationship between principals’ adaptability skills and management efficiency in secondary schools in Anambra State.

Table 6: Test of Significance of Pearson Correlation between Principals’ Adaptability Skills and Management Efficiency

Source of Variation                      N		r	p-value	Remark
Adaptability Skills Management Efficiency	619	0.68	0.00	Sig

Table 6 shows that there is a significant relationship between principals’ adaptability skills and management efficiency in secondary schools in Anambra State. The calculated r (0.68) had P-value < 0.05. The 3rd null hypothesis was therefore rejected. The significant p-value indicates that principals who adjust effectively to policy changes, technological innovations and crises manage schools more efficiently.

Discussion of Findings

The findings of this study revealed a high positive relationship between principals’ interpersonal skills and management efficiency in public secondary schools in Anambra State. This implies that as principals demonstrate stronger interpersonal skills such as effective communication, empathy, trust-building and teamwork, the efficiency of school management improves. The rejection of the null hypothesis indicates that interpersonal skills are critical determinants of how effectively principals manage human and material resources, maintain discipline and coordinate school activities.

This finding aligns strongly with Olorisade and Olaoluwa (2024), who found that principals’ interpersonal skills were rated highly and played an important role in shaping teacher morale and school outcomes. Although their study reported that interpersonal skills did not significantly influence teacher morale, the present study extends the understanding by showing that interpersonal skills significantly enhance management efficiency, especially in the Nigerian secondary school context.

The finding also supports Ofojebe and Akudo (2021), who established a strong correlation between interpersonal skills and teachers’ job performance in secondary schools in Awka Education Zone, Anambra State. Since teacher performance is a core component of school management efficiency, the present study confirms that principals’ interpersonal competence contributes to better coordination, supervision and productivity. Similarly, the result is consistent with Akporehe and Asiyai (2023), who reported significant relationships between principals’ human relations skills and teachers’ job performance in Delta State. The agreement between the two studies suggests that interpersonal skills are universally important across different states in Nigeria for enhancing administrative effectiveness.

Furthermore, the finding agrees with Nambe, Agbulu and Odeh (2024), who found that principals’ conflict resolution and staff appraisal skills significantly impacted effective administration in Benue State. Conflict resolution is a key interpersonal skill, and its effectiveness contributes directly to management efficiency, thereby reinforcing the present study’s conclusion. The fining of the corresponding hypothesis shows a significant relationship between principals’ interpersonal skills and management efficiency in public secondary schools in Anambra State.

The finding showed that there is a high positive relationship between leadership skills management efficiency in secondary schools in Anambra State. This indicates that principals who communicate vision clearly, delegate responsibilities, motivate staff, model ethical behavior, and provide instructional leadership tend to manage schools more efficiently. This finding is in agreement with Aondona (2019), who found that principals’ leadership effectiveness significantly impacted school management in areas such as supervision, communication, decision-making, discipline and community relations. The present study confirms that leadership competence remains a strong predictor of management efficiency in contemporary school administration.

The result also aligns with Busa, Garba and Ekpo (2023), who reported that principals’ leadership skills significantly influenced teachers’ job performance in Katsina State. Since teachers’ job performance is central to school effectiveness, the present study extends their findings by showing that leadership skills also enhance overall management efficiency. In addition, the finding supports Kenayathulla and Hoque (2021), who found that effective principal leadership practices predicted school effectiveness in Niger State. Their use of multiple regression to predict school effectiveness complements the present study’s correlational evidence, suggesting a consistent pattern across Nigerian states. The finding further agrees with Ajimi (2024), who found that visionary, ethical, and crisis leadership were dominant traits among principals in Saudi Arabia. Although the context differs, both studies underscore the importance of leadership skills in achieving educational goals and managing schools effectively. The finding of the corresponding hypothesis showed that the relationship between principals’ leadership skills management efficiency in secondary schools in Anambra State was significant.

The finding revealed a positive relationship between principals’ adaptability skills and management efficiency in secondary schools in Anambra State. This implies that principals who can adjust to policy changes, technological innovations, crises and unexpected challenges are more efficient in managing their schools. This finding aligns with Alene, Tsegaye and Wolle (2025), who found that adaptive leadership practices helped principals in Ethiopia to address complex educational challenges and quality crises. The present study supports their conclusion by showing that adaptability enhances efficient school management. The result is also consistent with Sumiati et al. (2024), who found that adaptive leadership significantly influenced teacher performance in Indonesia, with collaborative school culture as a mediator. Since teacher performance contributes to management efficiency, the present study strengthens the argument that adaptability is a key leadership competence.

Furthermore, the finding agrees with Saputra and Hidayati (2024), whose ethnographic study showed that principals’ ability to set direction, develop people and redesign organizations enhanced school resilience and effectiveness. The present study quantitatively confirms that adaptability contributes to efficient administration. The result also resonates with Malco (2024), who found that leadership competencies and resilience jointly enhanced organizational performance and governance. Adaptability, being a component of leadership competence, therefore plays a crucial role in effective school management. The corresponding hypothesis shows that the relationship between principals’ adaptability skills and management efficiency in secondary schools in Anambra State was significant.

Conclusion

The findings of the study showed that there is a positive and significant relationship existing between principals’ soft skills (interpersonal, leadership and adaptability) and management efficiency in secondary schools in Anambra State. Based on the findings of the study, the researchers concluded that principals’ soft skills interpersonal, leadership and adaptability skills are critical determinants of management efficiency in public secondary schools in Anambra State. Therefore, improving principals’ soft skills is a strategic pathway to enhancing management efficiency and achieving educational goals in secondary schools in Anambra State.

Recommendations

            Based on the findings and educational implications, the study recommends:

1. Principals should be trained on advanced interpersonal and leadership skills to promote collaboration and ethical management in schools.
2. School administrators should develop adaptive leadership and resilience strategies to effectively navigate reforms and crises.
3. Principals should engage teachers and stakeholders in participatory decision-making processes to enhance trust, transparency and efficiency.

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Citation

Nwonovo, O. S. (2026). Film can even be used by Nigeria’s Correctional Institution to rehabilitate convicted offenders. International Journal of Research, 13(4), 50–59. https://doi.org/10.26643/ijr/edupub/5

^**Oluchukwu Sunday Nwonovo***

Department of Sociology and Anthropology,

Faculty of Social Sciences and Humanities,

Enugu State University of Science and Technology, Agbani

Email: oluchukwu.nwonovo@esut.edu.ng

Corresponding author***

 ORCID: https://orcid.org/0009-0007-7697-2323

Abstract

The overcrowding, underfunding, and high recidivism rates of Nigeria’s correctional system highlight the need for creative rehabilitation techniques. The potential of films, particularly Nollywood productions, as a tool for the social and psychological rehabilitation of Nigerian convicted criminals is examined in this study. Peer-reviewed literature, policy documents, and case studies about media effects, criminal rehabilitation, and cinematic therapy were subjected to a qualitative topic analysis. Five main themes emerged from the data’s inductive coding. Research indicates that films lessen stigma by humanising criminals, promote identity reconstruction by telling stories of redemption, help regulate emotions through catharsis, allow behavioural modelling through relevant characters, and promote reintegration through exposure to real-life stories. The study comes to the conclusion that films provide a cost-effective and culturally relevant addition to modern activities. Scheduled movie screenings, staff training, guided conversations, and Nollywood partnerships can all assist lower recidivism and enhance rehabilitation results.

Keywords: Emotional regulation, Nollywood, Offender rehabilitation, Recidivism, Rehabilitation

Introduction

            One of the main objectives of contemporary criminal justice is the rehabilitation of convicts. Systems around the world place a high importance on reintegration so that formerly jailed people can return to leading law-abiding lifestyles (Ajah et al., 2022). At the same time, media (film, television, etc.) has spread throughout society. Cinema is a potent cultural and psychological instrument in addition to being a source of entertainment. Human hardships, moral decisions, and stories of salvation are frequently included in movies. On-screen personalities have the capacity to create strong emotions and life experiences in viewers, claim Ajah and Magadze (2025). This implies that films could support social learning and psychological recovery. According to recent research on video therapy and cinematherapy, films may aid viewers in processing their feelings and thinking about personal problems. According to Onyejegbu et al. (2024), movie excerpts, for instance, are among the best ways to arouse powerful emotions, whether good or negative. These results suggest that films could be used as a criminal rehabilitation strategy. Nigeria’s prison system is beset by serious problems. In order to prepare prisoners for release, the Nigeria Correctional Service Act (2019) expressly requires prisons to provide reformation and rehabilitation programs, including education and vocational training (Ajah et al, 2025). However, there aren’t many opportunities for recovery in reality. The rate of recidivism is startlingly high. Data shows that more than half of ex-offenders commit new crimes within a few years (Ajah, 2019). The study found that 81% of freed male convicts and 45% of released female inmates were arrested again after 36 months. The potential of prisoners is hampered by inadequate programming, overcrowding, and a lack of resources. At the same time, Nollywood, Nigeria’s thriving film industry, reaches millions of people and frequently addresses societal concerns via relatable narrative. It begs the question: Is it possible to help the rehabilitation of Nigerian prisoners through the systematic use of cinema? This study looks at the possible benefits of cinematic experiences for Nigerian prisoners’ social, emotional, and cognitive rehabilitation.

Reconstructing one’s identity using cinematic storytelling

            Identity is a vital yet intangible component of rehabilitation. Criminals occasionally view themselves through the prism of their criminal history. A change in identity from criminal to law-abiding is necessary for successful rehabilitation (Pastushenya, 2020). This change in narrative can be facilitated by film. A hero’s journey or redemption arc is frequently seen in movies. Prisoners can experiment with different self-concepts by interacting with these stories. According to McAdams (1993) and other narrative theorists, people use internalised stories to make sense of their lives. Observing a character overcome hardship and discover a new route offers a model for a changed identity. For instance, an inmate might associate with a violent individual before to becoming a teacher or philanthropist. As a result, the prisoner can imagine a different version of themselves outside of prison.The “identity” category of gratifications in UGT is linked to this process. Sometimes, people watch media to see how they are portrayed or to identify role models (Oberlader et al., 2024). Seeing a former offender make positive adjustments on camera may provide solace to an inmate. It might spark the idea that “people like me can change.” Personal growth tales may encourage introspection even in the absence of a clear role model. A social worker might suggest a movie because the protagonist’s principles align with the goals of the convict. Nollywood has potential here with its indigenous stories. Characters in Nollywood stories frequently confront moral quandaries or flaws. Movies frequently address subjects that are significant to Nigerian prisoners, including as the value of reputation, community respect, and spiritual healing. A film about an ex-offender who adopts a fatherly position in his community, for example, serves as both an example of new behaviour and a link to social values of honour and family. Cinema helps the prisoner feel rooted in their own environment by connecting the identity transition with popular cultural ideas.When changing one’s identity, emotional safety must also be taken into account. Prisoners can learn about regret and shame from a distance by watching films (Warr, 2016). By associating with a movie character who bemoans previous transgressions, they might be able to face their own guilt in a controlled manner. In order to create a new, good identity, self-forgiveness may begin with this. Many prisoners ruminate negatively in the absence of media; with the correct movie, they could develop optimism and a sense of purpose. Technically speaking, the idea of narrative conveyance implies that losing oneself in a story could momentarily alter one’s attitudes and beliefs (Green and Brock, 2000). Transportation theory states that a well-made movie might alter an inmate’s perspective while they see it, possibly having a permanent effect, even though we don’t have any specific Nigerian research on this.

Reducing stigma and fostering empathy

            The stigma load is often carried by prisoners. Erving Goffman famously described stigma in 1963 as a damaged identity in which some people are labelled as filthy by society. Ex-offenders face prejudice, discrimination, and opportunity loss after being labelled criminals. Overcoming this stigma is essential to reintegration, but it is challenging in many communities, including Nigeria. Film can reduce stigma in two main ways: by influencing public opinion and by encouraging empathy among prisoners. First, witnessing stories of forgiveness and acceptance may change how prisoners view themselves. If a movie shows a character with a criminal past being welcomed by family or society after making an apology, inmates may internalise a sense of optimism and worth. This can reduce self-stigmatization, which happens when an individual internalises negative societal perceptions (Goffman, 1963). A Nigerian film, for instance, might depict a repentant ex-offender who, after being redeemed, joins a compassionate community; seeing this could give a prison hope that he, too, can be pardoned.Second, and perhaps more successfully, films shape people’s perceptions. Both fictional and documentary films show the personal side of criminality. Viewers may be able to identify the social factors or personal mistakes that led someone to offend. According to Schiappa et al.’s Parasocial Contact Hypothesis, positive depictions of outgroup members—in this case, criminals—may reduce bias (Schiappa et al., 2005). If the protagonist of a movie was a sympathetic former criminal, Nigerian viewers in the “ingroup” (law-abiding citizens) would be more understanding. Movies break stereotypes by portraying ex-offenders as struggling individuals.For example, Nollywood has produced films about drug misuse, street children, and redemption that gently touch on criminal life, such Oloture and Sugar Rush. These films often show that criminals have pasts and the ability to change their ways. While some films sensationalise crime, others provide moral lessons about its consequences and the importance of second chances. Media campaigns and community screenings could be used to spotlight stories with redeeming characters. The social divide between the general public and people who are categorised as ex-convicts may ultimately narrow as a result. Empathy is the connection. Goffman claims that stigma complicates everyday micro-interactions (Clair, 2018). When a film creates an emotional bond with a stigmatised character, it closes that gap. For instance, a jail documentary that follows a specific prisoner’s journey, including his aspirations and fears, can inspire empathy in viewers. According to research on parasocial contact, viewers must identify with and like characters in order for prejudice to decline. As a result, well-written narratives featuring sympathetic, nuanced criminal characters are crucial.This stigma-reduction effect indirectly helps rehabilitation. As public attitudes shift, former inmates see fewer barriers to work, housing, and social integration. A society may support laws like “ban the box” or job quotas after seeing the humanity of criminals on screen. Even within jails, films that de-stigmatize prisoners—for instance, by showing them supporting one another rather than exploiting their flaws—can foster a more positive inmate culture.

Learning and Behavioural Modelling

            Pratiwi et al. (2023) pointed out that films can serve as a social learning tool in addition to emotion. TV characters’ habits, abilities, and approaches to problem-solving can be observed and mimicked by prisoners. According to Bandura’s Social Cognitive Theory, people can imitate rewarded behaviours after indirectly observing them through media (Cherry, 2024). Consequently, a fictitious character can teach an inmate how to resolve conflicts effectively, control their anger, or be altruistic. Imagine a Nollywood movie where a character uses education or tenacity to overcome adversity. Seeing a prisoner can motivate them to enrol in a prison training program or prepare for an exam. Similarly, a prison drama masquerading as a documentary that demonstrates how to settle family disputes might teach prisoners new techniques for managing their rage against loved ones. According to Schiappa et al. (2005), appealing, relevant, and capable movie characters can inspire constructive social change through emulation.Cognitive processes are also included in media modelling. Watching educational films or documentaries may yield important information. A movie about job interviews, budgeting, or social skills could be beneficial for an ex-offender who wants to reintegrate into society. Cinema enhances occupational training in this way. A movie therapy program might include, for instance, a brief educational film about hygiene or literacy. Even though they use the same medium, educational films aren’t very entertaining. According to UGT, a viewer who requires competence or cognitive development might select such content (Camilleri & Falzon, 2021).In many nations, social modelling is a speciality of filmmaking curricula. Manifest Works, a Los Angeles-based initiative, teaches ex-offenders how to create films (Pechman, 2018). Manifest Works trains ex-offenders in the film industry, according to Pechman. None of them have gone back to prison, and many have begun working as independent contractors (Pechman, 2018). This is a true illustration of how the film industry itself offered career and behavioural modelling. It demonstrates how watching movies, even in the background, can change one’s life path despite being a scheduled program. A such initiative, possibly based on Nollywood methods, might give Nigerian prisoners new employment opportunities and skills, such as those of filmmakers or video producers, and serve as role models for other occupations.Pro-social behaviour can also be normalised by movies. Inmates get more used to noble behaviour when they witness movie characters working, following the law, or making amends with loved ones. The Social Learning Theory states that people are more likely to copy behaviours that result in favourable results (reward, social approbation) (Cherry, 2024). Justice or redemption are common outcomes in cinematic narratives. By regularly showing them scenarios where wise judgements have positive outcomes, films may encourage prisoners to make similar decisions in real life. There are vicarious role models in films. Inmates can learn from movie heroes and heroines in the same way that kids learn from Disney heroes. These factors have the ability to change behaviour over time. An inmate who looks up to a reformist, for instance, might internalise that role. Modelling and emotional regulation are closely linked; watching a positive model after being touched by a movie has a powerful synergistic effect.

Using films to control emotions

            Controlling emotions is one of the most obvious things that films can do. Prisons are quite stressful places. Anger, dread, guilt, and anxiety are common among prisoners (Kovács et al., 2019). One method to deal with these feelings is controlled film exposure. According to catharsis theory, viewers can feel and let go of their own emotions by associating with a character or tale. For example, a prisoner who is depressed can experience emotional catharsis by crying while watching a powerful play. After watching a revenge thriller, a murderer can feel relieved.The emotional impact of films is supported by empirical data. Film clips are actually one of the finest ways to establish mood, according to a thorough meta-analysis by Fernández-Aguilar et al. (2019). This implies that carefully selected scenes can consistently elicit strong emotions, both good and bad. According to studies, films are particularly good at evoking negative emotions like grief and rage, even though movies may also be used to boost happy emotions (Sacilotto et al., 2024). Clinicians may employ carefully chosen movie scenes in therapeutic settings to assist clients in accessing and analysing emotions. This suggests that films can be a safe way for inmates to express their feelings.Additionally, there is a link between empathy and cinematic catharsis. Prisoners may be able to relate to and consider their own circumstances as they witness characters persevere or overcome adversity. This might encourage emotional awareness. A movie depicting a lonely prisoner who finds hope through company, for instance, might assist another prisoner deal with his loneliness. When viewers see a character in pain, they can identify comparable emotions in themselves and figure out how to get past them (Sinervo & Freedman, 2022; Smith, 2022). Similar to group therapy, frequent film sessions followed by discussion may progressively enhance offenders’ emotional management abilities.As a result, Nollywood produces culturally relevant content. Nigerian films frequently tackle delicate topics in the local setting, such as family dramas when injustice or tragedy strikes. The emotional impact may be greater when prisoners see stories in their own tongue and environment. Yoruba-speaking inmates may be able to laugh, cry, and express their feelings inside a comforting narrative framework by seeing a heartfelt Nollywood movie. For instance, films that show crime and punishment can make viewers feel guilty or regretful, but films that don’t deal with crime, like Lionheart, promote bravery and pride. Films can help prisoners avoid repressing their emotions, which could otherwise result in tension or animosity, by giving them emotional outlets (Laws, 2022).This idea is directly supported by catharsis theory. After witnessing how the players portray the dramatic struggles of life, viewers of drama can experience soul cleansing and washing (Feshbach, 2023). According to the Uses and Gratifications concept, prisoners may select films to meet their emotional requirements. For example, an inmate can purposefully view a funny or motivational movie to improve their mood. According to the UGT strand of mood regulation, viewers self-regulate by choosing content that elevates their mood. Film could also be used by prisoners to control their emotions. Above all, the surroundings ought to encourage this. The impact can be enhanced by showing films in a public place, such as a jail common area. When inmates observe how others respond, their emotions become normalised. For instance, if a movie scene makes one prisoner laugh and others follow suit, this shared catharsis fosters social solidarity and a sense of community. Conversely, films can ease tension, which can be exacerbated by the deafening silence of prison. Therefore, through catharsis and mood regulation, films assist prisoners in controlling their emotions. Films may lessen psychological suffering by offering a secure means of experiencing and expressing emotions. As a result, there may be less violent episodes and behavioural issues. According to Morozova et al. (2023), emotional coping is the cornerstone of rehabilitation; a more composed, self-aware prisoner is better able to grow and adapt.

Reintegration via film interaction

            The ultimate objective of rehabilitation is reintegration. This entails preparing prisoners to become stable, contributing members of society upon their release. Movies could help with reintegration in a number of positive ways. First, films can be used as teaching tools. Many prisoners experience changes in the outside world while they are incarcerated (Byrne, 2015). Informal instruction could take the form of watching a film about contemporary technology, jargon, or social conventions. For instance, Nollywood also makes films addressing social issues or entrepreneurship. Inmates may get familiar with employment markets or cultural changes by watching such films. More formally, educational DVDs may be used in correctional programs. A series of films about work skills or parenting could be produced by an NGO. Since many Nigerian convicts lack formal education, the visual nature of cinema makes it accessible to low-literacy groups (Omoruyi & Ego, 2023). It can be easier for a criminal with poor reading skills to understand important ideas from an economics or farming film than from a textbook.Second, films can help a program engage with the outside world. Invitations to community screenings or supervised movie outings may be sent out by some prisoners. In certain nations, volunteers from the general public collaborate with inmates on artistic projects (Wu et al., 2023). Nigeria may imitate this by, for example, sending local kids to see a positive movie starring prisoners and then having a conversation about it. Prisoners benefit from constructive social interaction, and outsiders can relate to them better because of this shared experience. Inviting prominent members of the community, including religious leaders, ex-offenders, and movie stars, to participate in Q&A sessions following a film helps promote social relationships even within prisons. Third, film-based television programs may mimic actual events. Role-playing following a movie scene, for instance, can enhance learning. For instance, teachers could replicate interviews with prisoners following a viewing of a Nollywood movie in which a character asks for a job. Reintegration training is made more interesting by this “edutainment,” which combines action and movies. Some rehabilitation centers, for instance, use therapist-led film discussion groups to address coping strategies (Damianakis et al., 2016). These blended programs have been used abroad.Vocational training in the film business is one specific example. As noted earlier, Manifest Works trained ex-offenders to be film crew members (Pechman, 2018). Similarly, Nollywood experts might work with incarcerated Nigerians to teach them acting, editing, and cinematography techniques. This has two advantages: it gives the inmates professional skills and turns them from “criminals” into filmmakers. Additionally, it guarantees that after their release, they will have a beneficial network (the film business). Even entry-level positions (such radio or set work) may be feasible given Nigeria’s expanding media industry. Lastly, films can be incorporated into therapeutic initiatives. After watching a film, group therapy sessions could help with reintegration issues. A therapist could facilitate a conversation about how characters’ reconstructions of their life mirror the aspirations of prisoners. This allows inmates to voice their worries about being freed (such as job and stigma) and collaborate to find solutions based on the movie’s topic. It demonstrates that they are just as capable of changing as the character.

Conclusion    

            There is promise for using movies as a rehabilitation method in Nigerian prisons. Through emotional catharsis, films can help inmates process and manage intense emotions. Additionally, by exhibiting positive behaviour, films can teach inmates new coping strategies. Films help reduce stigma among inmates and the broader public by giving characters a human face. By bridging the gap between society and prison, films can aid in reintegration. Finally, films can help inmates build good identities by helping them rewrite their own life stories. These roles are grounded in sound theory: catharsis and uses-and-gratifications account for the emotional and motivational attraction of films. Other concepts like parasocial contact and social learning explain its social effects. Empirical studies of cinematherapy generally show positive results for mental health issues, suggesting that film-based therapies can be helpful, even though further research is needed.The film is culturally suitable, especially in Nigeria. Because Nollywood is so well-known and influential, it can use its actors and stories to reach convicts in a way that is relevant to their culture. The government and non-governmental organisations have already provided financing for prison education. Expanding this to incorporate movie libraries or screening rooms would be a logical next step. Given the high costs of recidivism to society, even modest benefits from cinematherapy could have a significant socioeconomic impact. For maximum impact, any movie-based program should be incorporated and evaluated. A movie’s therapeutic or educational value should be carefully evaluated. Discussions or counselling should ideally follow performances in order to go deeper into subjects and reinforce lessons. Training in film therapy techniques may be necessary for social workers, chaplains, psychologists, and other staff members. Programs must be co-developed with penitentiary authorities in order to meet the rehabilitative goal of the Nigeria Penitentiary Service Act.

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