<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0873-3015</journal-id>
<journal-title><![CDATA[Millenium - Journal of Education, Technologies, and Health]]></journal-title>
<abbrev-journal-title><![CDATA[Mill]]></abbrev-journal-title>
<issn>0873-3015</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Viseu (IPV)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0873-30152026000100301</article-id>
<article-id pub-id-type="doi">10.29352/mill0229.42237</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Personal attributes of principals and educators´ effectiveness in public secondary schools in Anambra state, Nigeria]]></article-title>
<article-title xml:lang="pt"><![CDATA[Atributos pessoais da eficácia dos diretores e educadores nas escolas públicas de ensino médio do estado de Anambra, Nigéria]]></article-title>
<article-title xml:lang="es"><![CDATA[Atributos personales de la eficacia de directores y educadores en escuelas secundarias públicas en el estado de Anambra, Nigeria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nkedishu]]></surname>
<given-names><![CDATA[Victor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ekwevugbe]]></surname>
<given-names><![CDATA[Adams Omokaro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ayoro]]></surname>
<given-names><![CDATA[Raphael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Delta State University  ]]></institution>
<addr-line><![CDATA[Abraka ]]></addr-line>
<country>Nigeria</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2026</year>
</pub-date>
<numero>29</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0873-30152026000100301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0873-30152026000100301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0873-30152026000100301&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  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 &lt; 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 &lt; 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução:  Os sistemas educativos em todo o mundo reconhecem a aprendizagem formal como um catalisador fundamental para a transformação social nas dimensões económicas, sociais e políticas. Este processo abrangente dota os indivíduos das competências, conhecimentos e padrões comportamentais essenciais necessários para uma participação social significativa.  Objetivo:  Esta investigação procura examinar como os atributos pessoais específicos dos diretores impactam a eficácia profissional dos educadores nas escolas públicas de ensino secundário do estado de Anambra.  Métodos:  Utilizando um desenho de investigação transversal descritivo, foram recolhidos dados de 150 professores e 150 diretores em 21 áreas de governo local, utilizando a Escala de Avaliação do Desempenho do Educador (EPAS) e o Inventário de Características do Diretor (PCI). Este estudo examinou os atributos pessoais dos diretores e a eficácia dos educadores nas escolas secundárias públicas do estado de Anambra, na Nigéria. Cinco questões de investigação e quatro hipóteses nortearam o estudo. A análise estatística utilizou as técnicas de frequência e percentagem, correlação de Pearson e regressão múltipla.  Resultados:  Os resultados revelaram que a maioria dos diretores era do sexo feminino (58,7%), com idades compreendidas entre os 55 e os 65 anos (62,7%) e com mais de 10 anos de experiência administrativa (72,0%). A experiência administrativa demonstrou uma forte correlação positiva com a eficácia do educador (r = 0,824, p &lt; 0,001), explicando 67,9% da variância. A idade dos diretores apresentou uma correlação positiva fraca, mas significativa (r = 0,163, p = 0,046), representando apenas 2,7% da variância, enquanto o género não apresentou uma relação significativa (r = 0,063, p = 0,442). Coletivamente, os três atributos explicados mostram 69,4% de variância na eficácia do educador (R² = 0,694, p &lt; 0,001), sendo a experiência administrativa o preditor dominante.  Conclusão:  O estudo conclui que, embora os atributos pessoais tenham um impacto individual mínimo, a experiência administrativa é o determinante crítico da eficácia do educador. As recomendações incluem a implementação de nomeações de administradores baseadas em competências, o investimento em programas de desenvolvimento de liderança, a garantia de políticas inclusivas em termos de género e o estabelecimento de sistemas estruturados de planeamento da sucessão.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  Este estudio examinó los atributos personales de la eficacia de directores y educadores en escuelas secundarias públicas del estado de Anambra, Nigeria. Cinco preguntas de investigación y cuatro hipótesis guiaron el estudio.  Objetivo:  Esta investigación busca examinar cómo los atributos personales de directores especíLos sistemas educativos de todo el mundo reconocen el aprendizaje formal como un catalizador fundamental para la transformación social en las dimensiones económica, social y política. Este proceso integral dota a las personas de las competencias, los conocimientos y los patrones de comportamiento esenciales necesarios para una participación social significativa. ficos influyen en la eficacia profesional de los educadores en las escuelas secundarias públicas del estado de Anambra.  Métodos:  Mediante un diseño de encuesta transversal descriptiva, se recopilaron datos de 150 docentes y 150 directores de 21 áreas de gobierno local utilizando la Escala de Evaluación del Desempeño Educativo (EPAS) y el Inventario de Características de Directores (PCI). Este estudio examinó los atributos personales de la eficacia de directores y educadores en escuelas secundarias públicas del estado de Anambra, Nigeria. Cinco preguntas de investigación y cuatro hipótesis guiaron el estudio. El análisis estadístico empleó técnicas de frecuencia y porcentaje, correlación de Pearson y regresión múltiple.  Resultados:  Los resultados revelaron que la mayoría de los directores eran mujeres (58,7%), con edades comprendidas entre los 55 y los 65 años (62,7%), y con más de 10 años de experiencia administrativa (72,0%). La experiencia administrativa mostró una fuerte correlación positiva con la eficacia docente (r = 0,824, p &lt; 0,001), explicando el 67,9 % de la varianza. La edad de los directores mostró una correlación positiva débil pero significativa (r = 0,163, p = 0,046), explicando solo el 2,7 % de la varianza, mientras que el género no mostró una relación significativa (r = 0,063, p = 0,442). En conjunto, los tres atributos explicados muestran una varianza del 69,4 % en la eficacia docente (R² = 0,694, p &lt; 0,001), siendo la experiencia administrativa el predictor dominante.  Conclusión:  El estudio concluye que, si bien los atributos personales tienen un impacto individual mínimo, la experiencia administrativa es el determinante crítico de la eficacia docente. Las recomendaciones incluyen implementar nombramientos de directores basados &#8203;&#8203;en competencias, invertir en programas de desarrollo de liderazgo, garantizar políticas inclusivas de género y establecer sistemas estructurados de planificación de la sucesión.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[administrative experience]]></kwd>
<kwd lng="en"><![CDATA[educational leadership]]></kwd>
<kwd lng="en"><![CDATA[principal's characteristics]]></kwd>
<kwd lng="en"><![CDATA[teacher effectiveness]]></kwd>
<kwd lng="en"><![CDATA[school management]]></kwd>
<kwd lng="pt"><![CDATA[experiência administrativa]]></kwd>
<kwd lng="pt"><![CDATA[liderança educativa]]></kwd>
<kwd lng="pt"><![CDATA[características do diretor]]></kwd>
<kwd lng="pt"><![CDATA[eficácia do professor]]></kwd>
<kwd lng="pt"><![CDATA[gestão escolar]]></kwd>
<kwd lng="es"><![CDATA[experiencia administrativa]]></kwd>
<kwd lng="es"><![CDATA[liderazgo educativo]]></kwd>
<kwd lng="es"><![CDATA[características del director]]></kwd>
<kwd lng="es"><![CDATA[efectividad docente]]></kwd>
<kwd lng="es"><![CDATA[gestión escolar]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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