LEADERSHIP STRATEGIES AND TEACHER COMMITMENT: DRIVING EDUCATIONAL DEVELOPMENT IN ABUJA’S PUBLIC SECONDARY SCHOOLS

Education remains a cornerstone of national development, yet the effectiveness of educational systems depends significantly on the quality of leadership and the commitment of teachers. In Nigeria, and particularly in Abuja’s public secondary schools, persistent challenges such as inadequate resources, declining teacher morale, and inconsistent leadership practices have hindered educational progress. This study investigates the relationship between leadership strategies and teacher commitment, with a focus on how effective leadership can drive educational development. Anchored in transformational and servant leadership theories, the study employs a mixed-methods approach, surveying teachers and interviewing school leaders to capture both quantitative and qualitative dimensions of the issue. Preliminary findings suggest that leadership strategies emphasizing participatory decision-making, professional development, and recognition of teacher contributions positively influence affective and normative commitment among teachers. Theologically, leadership in education resonates with biblical principles of stewardship, service, and nurturing the potential of others (Matt. 20:26; 1 Pet. 5:2). By situating teacher commitment within broader frameworks of human capital development and theological ethics, this paper argues that strengthening educational leadership is essential for sustainable development. The implications are vital for policymakers, principals, and church-based stakeholders seeking to transform Nigeria’s educational landscape.