Leadership is a process where an individual such as head teacher influence teachers and students to achieve common objectives. The increasing challenges of mismanagement which is culminating to poor academic performance and inadequate resources in spite of huge budget on education yearly has made the imperative to examine the head teacher leadership and administrative role in schools. In view of this, the study implemented qualitative research design approach and interpretative perspective to adequately investigate perceptions of teachers regarding roles of head teachers for improvement of schools in Nigeria. Purposive sampling technique was used to conduct series of in-depth interviews, with 16 teachers selected from four schools in north central region of Nigeria. Interview data were analyzed thematically using Nvivo 12 qualitative software. Therefore, based on findings of this study, it was discovered that mentoring and interactive roles play a great part. Also, general theme which indicated the need for head teacher to be conscious of his role in creating enabling environment for both staff and students emerged. Within the themes, it was discovered that school positive culture, reward and praise are sources of motivation for teachers. Consequently, it is recommended that head teacher should maintain open and continuous communication link with teachers and students. In addition to these findings, there is urgent need for head teacher to always ensure reward and recognition which have been identified to be vital to maximum performance of teachers’ and students. Finally, it is concluded that head teacher leadership and administrative roles remains fundamental importance for continuous improvement of schools in north central region of Nigeria.
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