This study investigated the relationship between goal-setting and scheduling strategies of head teachers and primary school effectiveness in Southwest Nigeria. A descriptive survey design was adopted, with data collected from 135 head teachers and 1,350 teachers selected through a multistage sampling procedure across Lagos, Ogun, Oyo, Osun, Ondo, and Ekiti States. Two self-designed instruments namely Goal Setting and Scheduling Strategies Questionnaire (GSSSQ) and the Primary School Effectiveness Questionnaire (PSEQ) were used, and both instruments were validated and tested for reliability. Data analysis involved descriptive and inferential statistics, with Pearson Product Moment Correlation used to test the hypotheses at a 0.05 significance level. The findings revealed a significant positive relationship between goal-setting and primary school effectiveness, highlighting that clearly defined goals provide teachers and pupils with direction, structure, and motivation, thereby enhancing collaboration, accountability, and instructional quality. Conversely, the study found no significant relationship between scheduling and school effectiveness.  Overall, the study emphasizes the critical role of goal-setting as a leadership and time-management strategy in improving school effectiveness. While scheduling remains an important managerial tool, its potential benefits may only be realized when strategically applied in conjunction with goal-setting and other effective leadership practices.

Keywords: Goal-setting, Scheduling, Head teachers, Primary school effectiveness,

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