<![CDATA[This study examined the mediating influence of head teachers’ managerial functions on teachers’ commitment in public primary schools in Gusau Local Government Area, Zamfara State, Nigeria. Employing a descriptive-correlational research design, the study targeted 1,391 teachers across 152 schools, with a stratified random sample of 291 teachers selected to ensure proportional representation. Data were collected using a structured questionnaire, which was validated through a pilot study, and analyzed using descriptive statistics and Pearson Product Moment Correlation (PPMC). The findings revealed that head teachers perform their managerial functions to a great extent, demonstrating competence in planning, organizing, supervising, and providing instructional support. Teachers were found to exhibit high levels of commitment, reflecting strong dedication to instructional delivery and school goals. The PPMC analysis indicated a strong, positive, and statistically significant relationship (r = 0.655, p = 0.000) between head teachers’ managerial roles and teachers’ commitment, suggesting that effective school leadership significantly enhances teacher engagement and dedication. Based on these findings, the study recommends continuous professional development for head teachers, establishment of mentorship and leadership support programs, active involvement of teachers in decision-making processes, implementation of recognition and reward systems, and further research on additional mediating factors such as school climate and teacher well-being. The study underscores the critical role of competent managerial functions in fostering teacher commitment and improving educational outcomes in primary schools in Gusau.]]>
