Leadership practices play a vital role in determining the quality and effectiveness of primary education, yet limited attention has been given to how delegation and task prioritization influence school outcomes at this foundational level in Southwest Nigeria. This study examined delegation and task prioritization as correlates of primary school effectiveness across selected public primary schools in the region. A descriptive survey design was adopted, involving 135 head teachers and 1,350 teachers selected through a multistage sampling procedure. Data were collected using validated and reliable researcher-designed instruments namely the Delegation and Task Prioritisation Questionnaire (DTPQ) and the Primary School Effectiveness Questionnaire (PSEQ). Analyses were conducted using descriptive statistics and Pearson Product Moment Correlation at the 0.05 significance level. Findings revealed a significant positive relationship between delegation and primary school effectiveness (r = 0.605; p < 0.05) and an equally significant relationship between task prioritization and school effectiveness (r = 0.661; p < 0.05). These results indicate that effective distribution of responsibilities and strategic prioritization of tasks enhance operational efficiency, teacher performance, and overall school productivity. The study concludes that strengthening leadership competencies in delegation and task management is essential for improving learning outcomes and advancing educational development in Southwest Nigeria.

Keywords: Delegation, Task Prioritization, School Effectiveness, Head Teachers, Leadership Practices,

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