School effectiveness is the level at which school is able to accomplish its pre-determined objectives with a view to solving the obstacles that might hinder the smooth running of schools. Although, substantial progress was theoretically achieved in defining effective schools, still there exists a dearth in models which researchers could rationalise and develop a theory that could best describe the phenomena. This paper explained the concepts of school effectiveness and social system as well as the role of social system theory in enhancing an effective school system. And finally the implications of the paper to the body of knowledge, policy makers and school principals were discussed in the paper.

The aim of this research is to identify respondents' perception of religious study toward educators in terms of readiness, materials, presentation, and character in Selangor state mosques. The research was analysed using quantitative research design using questionnaires. 400 respondents were chosen through cluster sampling. The questionnaires were distributed in three district zones in the state of Selangor. Results were descriptively and inferentially analysed with the values of frequency, percentage, mean value, t-test, and ANOVA. Results show that respondents' perception of educators' readiness shows high mean value (3.77), perception of materials shows average mean value (3.33), perception of presentation shows average mean value (3.41), and perception of educators' character shows average mean value (3.43). The results indicate that religious study at mosques has given a value in lifelong learning towards the Muslim community. Although respondents' perception towards it is still at an average level, however, this could indirectly affect them in terms of acceptance of understanding, and appreciation towards the religion. The results of this study contribute to the improvement of the management of mosque institutions in the aspect of curriculum development which incorporates lifelong learning or adult learning (andragogy), faculty management, and understanding of the subject required for the Muslim community.

This research work examines the mediating role of teacher empowerment on the relationship between instructional leadership and school effectiveness. The study employed a correlational design. The population of the study comprised of 2361 teachers serving in 158 secondary schools across Zamfara State. A total number of 330 teachers were sampled using Cochran's formula of determining sample size. Data was collected through field survey approach. The data was analysed using both descriptive and inferential (Partial Least Square [PLS] path modelling) statistics. Results from the study revealed that; there is a significant relationship between instructional leadership, teacher empowerment and school effectiveness. It was also found that, teachers' empowerment mediates the relationship between instructional leadership and school effectiveness with a direct significant positive correlation with statistical value (Beta=0.199, t=7.187, p< 0.05). The study therefore recommends that; school principals should adopt instructional leadership practice with teacher empowerment for the attainment of an effective school system.

There is a general consensus among stakeholders in education that a strong positive educational leadership is a determining factor of school effectiveness. However, many questions were raised as regards to the applicability of entrepreneurial leadership in the context of education. The main purpose of this study is to determine the relationship between entrepreneurial leadership and school effectiveness, and also to identify the dimension of entrepreneurial leadership that contributes more to school effectiveness. The research adopted a survey design and a total sample of 358 secondary school teachers in Zamfara State, Nigeria were selected through simple random sampling from a total population of 4996 as a sample for the study, using Cochran's sample size determination formula. Data were collected through survey method and were analyzed using both descriptive and inferential (Pearson correlation and multiple regression) statistical analyses. The findings of the study indicated the existence of significant and strong relationship between entrepreneurial leadership practice and school effectiveness (p < 0.05), also accelerator behavior appeared to be the highest predictor of school effectiveness among secondary schools in Zamfara State (β= .335, t = 6.265, p< .01). This implies that entrepreneurial leadership dimension (accelerator behavior) facilitates school effectiveness of secondary school leaders in the study area and efforts should be made towards increasing its level through motivating the teachers.

This study was conducted with a fundamental objective to determine the correlation between school inventory management and teacher efficiency among primary schools in Bungudu LGA, Zamfara State, Nigeria. The study employed a correlational [survey] research design. The study population comprised 1117 teachers in 126 government-owned public primary schools in Bungudu Local Government Area of Zamfara State, Nigeria. 230 teachers were sampled through a random sampling technique using Krejie and Morgan’s Sample Size Determining Table. A semi-structured questionnaire was developed as an instrument for data collection from the respondents. The data analysis was made using inferential statistics (Pearson Product Moment Correlation Coefficient) through Statistical Package for Social Science (SPSS) version 22. The study found a strong correlation between school inventory management and teacher efficiency among public primary schools in Bungudu LGA, Zamfara State, concerning the Pearson Moment Product Correlation Analysis results from (r=0.739, P<0.05). Analytically, based on findings, this study recommends that government should provide all the relevant/essential materials required for school inventory management at the disposal of in-service teachers and other school personnel.