'The Lekki Headmaster' Novel PDF: Free Download

The Joint Admissions and Matriculation Board (JAMB) has chosen The Lekki Headmaster by Kabir Alabi Garba as the official novel for the 2025 UTME Use of English.

This replaces The Life Changer, offering candidates a fresh narrative to explore.

About The Lekki Headmaster

The novel revolves around Mr. Bepo, the principal of Stardom Schools. It explores his struggles and efforts in managing the school, dealing with staff conflicts, handling financial challenges, and navigating pressures from parents. Set in modern Nigeria, it delves into the realities of the educational system.

Main Characters in the Novel

1. Bepo (Adewale Adebepo) – Serves as the principal of Stardom Schools
2. Mrs. Ibidun Gloss – Holds the position of Managing Director at Stardom Schools
3. Mr. Jeremi Amos – Works as the school’s accountant
4. Mrs. Grace Apeh – Assists as the Vice Principal
5. Mr. Audu – One of the teaching staff at Stardom Schools
6. Mr. Ibe – Acts as the Games Master and officiates the farewell novelty match
7. Mrs. Ignatius – Favour’s mother and wife to Mr. Ignatius
8. Mr. Ibe Ignatius – Husband of Mrs. Ignatius and Favour’s father
9. Mr. Ayesoro – Teaches Government at Stardom Schools
10. Mrs. Mary Ladele – A parent whose children attend Stardom Schools
11. Mr. Fafore – An English Language teacher at the school
12. Mr. Ogo – A parent from the nearby Fruitful Future School
13. Tai – Works as an agent handling passport applications
14. Chief David Aje – Founder of Stardom Schools and father to Mrs. Gloss
15. Mr. Guta – A parent of two children enrolled at Stardom Schools
16. Tosh – One of the students in the school
17. Jide – Grandchild of the landlord where Bepo resides
18. Kemi – Another grandchild of Bepo’s landlord
19. Airline Staff – White official working at the airport
20. Security Officer – Member of the airport security team
21. Beesway Schools Director – Head administrator at Beesway Group of Schools
22. Mr. Egi Meko – Another director at Beesway Schools
23. Immigration Officer (Ibadan) – Handles immigration tasks at the Ibadan office
24. NIN Staff – Official responsible for National Identity Number processing
25. White Figure in Dream – Symbolic presence in Bepo’s dream
26. Mr. Alabi – Author of The Lekki Headmaster

Key Themes and Highlights

• Introduction to Stardom Schools
  The story begins by describing the school, its staff, and the students. Mr. Bepo is introduced as a determined leader working to raise standards.
• Leadership Challenges
  Mr. Bepo faces issues with underperforming teachers, dissatisfied parents, and limited finances, testing his leadership skills.
• Staff Tensions
  Conflicts among staff members create distractions, forcing Mr. Bepo to maintain focus on student welfare.
• Parental Expectations
  Parents demand academic excellence, adding to the pressure on Mr. Bepo’s already complicated responsibilities.
• Financial Struggles
  Financial troubles threaten the school’s survival, requiring creative solutions to sustain operations.
• Call for Change
  Mr. Bepo considers reforms to improve the school’s performance, reflecting on how to balance tradition with progress.
• Reactions to Change
  Staff, students, and parents respond differently to changes, leading to further complications.
• Personal Struggles
  The stress of running the school affects Mr. Bepo’s relationships and mental health.
• A Major Crisis
  A critical situation arises, testing Mr. Bepo’s ability to lead and protect the school’s future.
• Tough Decisions
  Mr. Bepo faces crucial choices that shape his life and the school’s direction.
• Renewal and Hope
  The novel ends on a hopeful note, as Mr. Bepo finds strength to embrace new beginnings.

Chapter-by-Chapter Breakdown

Read detailed summaries of each chapter for better understanding:

• Chapter 1 – Dusk
• Chapter 2 – The Enticement
• Chapter 3 – Migration Tales
• Chapter 4 – A Case of Visa Denied
• Chapter 5 – Snake in the Roof
• Chapter 6 – Ade as Well as Jide COMES vs. COME
• Chapter 7 – Ritualists
• Chapter 8 – Missions Unaccomplished
• Chapter 9 – Laughing Waterfalls
• Chapter 10 – Passport Pains
• Chapter 11 – Point of No Return
• Chapter 12 – Dawn

Questions and Answers for The Lekki Headmaster

A collection of over 600 questions and answers, including explanations, has been compiled to help candidates prepare effectively. Visit the detailed questions and answers page for The Lekki Headmaster.

Here are some questions and answers you can also go through below:

• Question: Who is the principal of Stardom Schools?
  Answer: The principal of Stardom Schools is Mr. Bepo.
• Question: What nickname was given to Mr. Bepo during his time at Stardom Schools?
  Answer: Mr. Bepo was nicknamed “The Lekki Headmaster.”
• Question: What was the reason for Mr. Bepo’s potential relocation?
  Answer: Mr. Bepo was considering relocating due to family pressure and the need to join his wife and children in the UK.
• Question: How long did Mr. Bepo serve as Headmaster at Stardom Kiddies?
  Answer: Mr. Bepo served as Headmaster at Stardom Kiddies for four years.
• Question: What incident led to a legal issue involving a student and a teacher?
  Answer: A parent sued the school after their daughter was asked to write on the marker board for others to copy, claiming visual exploitation.
• Question: What was the outcome of the legal case involving the student?
  Answer: The matter was settled out of court, with the student receiving one tuition-free term and the teacher being suspended without pay for three months.
• Question: What was the principal’s approach to resolving conflicts among teachers?
  Answer: Mr. Bepo often accommodated their agitation and resolved issues with a humanistic and empathetic disposition.
• Question: What was the principal’s reaction to the teachers’ jokes about his conflict resolution style?
  Answer: Mr. Bepo found the jokes funny, and the nickname “The Lekki Headmaster” stuck with him.
• Question: What financial incentive did Stardom Schools introduce to reduce lateness?
  Answer: The school lowered its boarding fees from N250,000 to N165,000, which encouraged more parents to enroll their children in the boarding house.
• Question: How did the students respond to the new boarding fee policy?
  Answer: More than 80 percent of parents moved their children to the boarding house, leading to improved punctuality for the morning assembly.
• Question: What was the cost of the intent forms for the position of Head Girl?
  Answer: The intent forms for the position of Head Girl cost N50,000.
• Question: What criteria were used to screen prefect candidates?
  Answer: Candidates were screened based on academic performance, moral history, duration of attendance at the school, and fee payment status.
• Question: What was the principal’s concern regarding the management of the cooperative’s loans?
  Answer: The principal was worried about the amount of money in the cooperative’s account and the potential for staff to rebel and establish their own school.
• Question: What did Mr. Bepo think about the challenges of teaching in a new country?
  Answer: Mr. Bepo acknowledged that life anywhere is not a bed of roses and that every place has its challenges.
• Question: How did the principal feel about leaving unresolved issues behind?
  Answer: Bepo wished that the legal tussle between the families of his pupils did not linger as he stepped out of the country.
• Question: What was the principal’s emotional state during the assembly?
  Answer: The principal was seen sobbing uncontrollably and rolling on the floor, indicating a deep emotional struggle.
• Question: What was the principal’s reaction to the news of a suspect on TV?
  Answer: Bepo felt depressed and confused, contemplating whether to report the Beesway director to the police.
• Question: What did the principal think about the potential consequences of reporting the director?
  Answer: He was concerned about the financial implications of mobilizing the police and handling potential court cases.
• Question: What was the principal’s relationship with his students?
  Answer: Mr. Bepo cared deeply about his students and wanted to be part of their growth.
• Question: How did the principal’s colleagues react to his decision to relocate?
  Answer: Many of Mr. Bepo’s colleagues found his reaction to the impending relocation extremely funny.
• Question: What unique teaching method did Bepo introduce at Fruitful Future School?
  Answer: Bepo encouraged pupils to teach their parents a topic they learned during the school day, which reassured parents about the quality of teaching.
• Question: How did the enrollment at Fruitful Future School change over time?
  Answer: Enrollment grew to over 70 pupils by the end of the third session due to lower fees and innovative teaching methods.
• Question: What was the significance of the cow burial incident in the story?
  Answer: The live burial of a cow was part of a bizarre ritual that left Bepo questioning the actions of the school director and the nature of the school environment.
• Question: What was the reaction of the parents to the innovative teaching method introduced by Bepo?
  Answer: Parents found the idea of their children teaching them at home to be novel and reassuring, leading to positive feedback about the school.
• Question: What was the purpose of the prefect election process at Stardom Schools?
  Answer: The prefect election process aimed to introduce students to democratic culture and encourage leadership skills from an early age.
• Question: What was the role of the panel during the prefect screening process?
  Answer: The panel, consisting of academic and non-academic staff, screened candidates to ensure they met the school’s criteria for leadership.
• Question: How did Bepo feel about the potential impact of his relocation on his students?
  Answer: Bepo felt a strong attachment to his students and was conflicted about leaving them behind in a developing nation.
• Question: What was the financial situation of the cooperative mentioned in the story?
  Answer: The cooperative had N95 million, with over N50 million loaned out, raising concerns about financial stability and management.
• Question: How did the principal’s colleagues perceive his nickname, “The Lekki Headmaster”?
  Answer: The nickname was embraced by many, reflecting Bepo’s reputation for conflict resolution and his empathetic approach to leadership.
• Question: What was the significance of the dances performed by the drama club?
  Answer: The dances showcased the richness of Nigerian arts and culture, highlighting Bepo’s appreciation for cultural heritage.
• Question: What was the principal’s concern regarding the school’s reputation?
  Answer: Bepo was concerned about maintaining the school’s reputation amidst the legal tussles and financial issues.
• Question: How did Bepo’s past experiences influence his approach to education?
  Answer: Bepo’s experiences during his National Youth Service Corps influenced his innovative teaching methods and commitment to quality education.
• Question: What was the outcome of the screening process for prefect candidates?
  Answer: Candidates who successfully passed the screening were announced at the assembly, allowing the school community to know them.
• Question: How did the principal handle conflicts among staff members?
  Answer: Bepo resolved conflicts with empathy and understanding, often accommodating the concerns of his staff.
• Question: What was the principal’s view on the importance of moral history for prefect candidates?
  Answer: Bepo believed that a good moral history was essential for candidates, as it reflected their ability to lead by example.
• Question: What was the principal’s emotional response to the challenges he faced?
  Answer: Bepo often felt overwhelmed by the challenges, leading to moments of deep reflection and emotional struggle.
• Question: How did the principal’s family influence his decision to relocate?
  Answer: Family pressure, particularly from his wife and children, played a significant role in Bepo’s decision to consider relocating to the UK.
• Question: What was the significance of the cooperative’s loans to the staff?
  Answer: The loans were a source of financial support for staff, but their management raised concerns about potential rebellion and loss of control.
• Question: How did Bepo’s colleagues react to the school’s financial challenges?
  Answer: Many of Bepo’s colleagues were concerned about the financial challenges and the potential impact on the school’s operations.
• Question: What was the principal’s approach to ensuring quality teaching at his school?
  Answer: Bepo focused on innovative teaching methods, lower fees, and parental involvement to ensure quality education at his school.
• Question: What cultural dances were performed during the school’s event?
  Answer: The dances included the Bata, Atilogwu, Koroso, and Canoe dances, showcasing the diversity of Nigerian culture.
• Question: How did Bepo feel about the future of Fruitful Future School?
  Answer: Bepo saw a great future for the school, despite the challenges, due to its growing enrollment and positive reputation.
• Question: What was the principal’s reaction to the idea of performing a rite to attract more pupils?
  Answer: Bepo was skeptical about the effectiveness and ethics of performing a rite to attract pupils to the school.
• Question: How did the principal’s empathetic nature affect his leadership style?
  Answer: Bepo’s empathetic nature allowed him to connect with both students and staff, fostering a supportive school environment.
• Question: What was the principal’s concern regarding the school’s democratic practices?
  Answer: Bepo believed in introducing democratic practices early on, ensuring that students understood the importance of leadership and representation.
• Question: How did the principal’s past experiences shape his views on education?
  Answer: Bepo’s experiences in different educational settings influenced his commitment to innovative teaching and student engagement.
• Question: What was the significance of the prefect election fees?
  Answer: The fees for prefect elections were intended to cover administrative costs and emphasize the seriousness of the positions.
• Question: How did the principal view the relationship between parents and the school?
  Answer: Bepo valued the relationship with parents and believed their involvement was crucial for the success of the students and the school.
• Question: What was the principal’s perspective on the challenges of teaching in a developing country?
  Answer: Bepo recognized the challenges but remained committed to providing quality education and supporting his students.
• Question: How did the principal’s colleagues support him during difficult times?
  Answer: Bepo’s colleagues often provided emotional support and shared in the challenges of managing the school.
• Question: What was the principal’s strategy for improving student attendance?
  Answer: The principal reduced boarding fees to encourage more parents to enroll their children in the boarding house, which improved attendance.
• Question: How did the principal handle the emotional reactions of students during assemblies?
  Answer: Bepo was attentive to the emotional needs of students and often addressed their concerns with empathy and understanding.
• Question: What was the significance of the principal’s return to the school?
  Answer: Bepo’s return was celebrated by students, indicating their strong attachment to him and the positive impact he had on their lives.
• Question: How did the principal view the role of extracurricular activities in education?
  Answer: Bepo believed that extracurricular activities were essential for holistic development and encouraged student participation in various clubs.
• Question: What was the principal’s approach to addressing bullying in the school?
  Answer: Bepo implemented policies to promote respect and understanding among students, creating a safe environment for everyone.
• Question: How did the principal’s leadership style influence the school culture?
  Answer: Bepo’s empathetic and inclusive leadership style fostered a positive school culture where students felt valued and supported.
• Question: What challenges did the principal face regarding staff morale?
  Answer: Bepo faced challenges related to staff morale due to financial constraints and the pressure of meeting educational standards.
• Question: How did the principal encourage parental involvement in school activities?
  Answer: Bepo organized events and meetings to engage parents and encourage their participation in their children’s education.
• Question: What was the principal’s perspective on the importance of academic performance?
  Answer: Bepo emphasized the importance of academic performance as a foundation for future success and encouraged students to strive for excellence.
• Question: How did the principal respond to criticism from parents?
  Answer: Bepo listened to parental concerns and addressed them constructively, seeking to improve the school’s practices based on feedback.
• Question: What role did the drama club play in the school’s activities?
  Answer: The drama club provided students with opportunities to express themselves creatively and develop their confidence through performances.
• Question: How did the principal view the impact of technology on education?
  Answer: Bepo recognized the importance of integrating technology into the curriculum to enhance learning and prepare students for the future.
• Question: What was the principal’s approach to professional development for teachers?
  Answer: Bepo encouraged continuous professional development for teachers to improve their skills and stay updated on educational practices.
• Question: How did the principal handle conflicts between students?
  Answer: Bepo mediated conflicts between students by facilitating open discussions and encouraging them to find common ground.
• Question: What was the significance of the school’s motto?
  Answer: The school’s motto reflected its commitment to excellence and the belief that every student could achieve their potential.
• Question: How did the principal celebrate student achievements?
  Answer: Bepo organized award ceremonies and recognition events to celebrate student achievements and motivate others.
• Question: What was the principal’s view on the importance of community service?
  Answer: Bepo believed that community service was essential for developing empathy and social responsibility among students.
• Question: How did the principal address the issue of financial constraints in the school?
  Answer: Bepo sought partnerships and sponsorships to alleviate financial constraints and improve the school’s resources.
• Question: What was the principal’s approach to fostering a sense of belonging among students?
  Answer: Bepo created an inclusive environment where every student felt valued and part of the school community.
• Question: How did the principal handle the transition of new students into the school?
  Answer: Bepo implemented orientation programs to help new students acclimate and feel welcomed in the school environment.
• Question: What was the principal’s perspective on the role of sports in education?
  Answer: Bepo viewed sports as an important aspect of education that promotes teamwork, discipline, and physical fitness.
• Question: How did the principal encourage creativity among students?
  Answer: Bepo provided opportunities for students to engage in creative projects and express their ideas through various mediums.
• Question: What was the principal’s reaction to the school’s performance in academic competitions?
  Answer: Bepo celebrated the school’s achievements in academic competitions and used them as motivation for continuous improvement.
• Question: How did the principal address the issue of student absenteeism?
  Answer: Bepo implemented strategies to identify the reasons for absenteeism and worked with families to encourage regular attendance.
• Question: What was the principal’s approach to teaching values and ethics in the school?
  Answer: Bepo integrated values and ethics into the curriculum, emphasizing the importance of integrity and respect.
• Question: How did the principal respond to the changing educational landscape?
  Answer: Bepo adapted the school’s practices to align with current educational trends and ensure students received relevant education.
• Question: What role did mentorship play in the principal’s leadership style?
  Answer: Bepo valued mentorship and often guided both students and teachers to help them reach their full potential.
• Question: How did the principal view the relationship between education and personal development?
  Answer: Bepo believed that education should not only focus on academics but also on personal development and character building.
• Question: What was the principal’s strategy for improving communication within the school?
  Answer: Bepo established open lines of communication between staff, students, and parents to foster collaboration and transparency.
• Question: How did the principal handle feedback from students?
  Answer: Bepo welcomed feedback from students and used it to make informed decisions about school policies and practices.
• Question: What was the principal’s perspective on the importance of cultural diversity in education?
  Answer: Bepo embraced cultural diversity and believed it enriched the educational experience for all students.
• Question: How did the principal encourage leadership skills among students?
  Answer: Bepo provided opportunities for students to take on leadership roles in clubs and activities, fostering their development.
• Question: What was the principal’s approach to addressing mental health issues among students?
  Answer: Bepo prioritized mental health awareness and implemented programs to support students’ emotional well-being.
• Question: How did the principal view the role of parents in their children’s education?
  Answer: Bepo believed that parents play a crucial role in their children’s education and encouraged their active involvement.
• Question: What was the principal’s reaction to the school’s performance in extracurricular activities?
  Answer: Bepo celebrated the school’s success in extracurricular activities and recognized their importance in student development.
• Question: How did the principal address the issue of peer pressure among students?
  Answer: Bepo implemented programs to educate students about peer pressure and promote positive decision-making.
• Question: What was the principal’s strategy for fostering a positive school environment?
  Answer: Bepo focused on building strong relationships among students and staff to create a supportive and positive school culture.
• Question: How did the principal handle the integration of new teaching methods?
  Answer: Bepo encouraged teachers to experiment with new teaching methods and provided support for their implementation.
• Question: What was the principal’s view on the importance of lifelong learning?
  Answer: Bepo emphasized the value of lifelong learning and encouraged both students and staff to pursue continuous education.
• Question: How did the principal respond to challenges in the school’s infrastructure?
  Answer: Bepo sought funding and partnerships to address infrastructure challenges and improve the school’s facilities.
• Question: What role did student feedback play in the principal’s decision-making?
  Answer: Bepo valued student feedback and considered it when making decisions that affected the school community.
• Question: How did the principal promote a culture of respect among students?
  Answer: Bepo implemented programs that emphasized respect and understanding, fostering a positive school climate.
• Question: What was the principal’s approach to addressing academic disparities among students?
  Answer: Bepo provided additional support and resources to help students who were struggling academically.
• Question: How did the principal view the role of technology in enhancing learning?
  Answer: Bepo recognized the potential of technology to enhance learning and integrated it into the school’s curriculum.
• Question: What was the principal’s strategy for building partnerships with the community?
  Answer: Bepo actively sought partnerships with local organizations to enhance educational opportunities for students.
• Question: How did the principal handle the transition to remote learning during emergencies?
  Answer: Bepo quickly adapted to remote learning by providing resources and training for teachers and students.
• Question: What was the principal’s perspective on the importance of student voice in school governance?
  Answer: Bepo believed that student voice was essential for effective governance and encouraged their participation in decision-making.
• Question: How did the principal address the issue of teacher burnout?
  Answer: Bepo implemented support systems and professional development opportunities to help teachers manage stress and prevent burnout.
• Question: What was the principal’s approach to fostering creativity in the classroom?
  Answer: Bepo encouraged teachers to incorporate creative projects and activities into their lessons to stimulate student engagement.
• Question: How did the principal celebrate cultural events at the school?
  Answer: Bepo organized cultural events and activities to celebrate diversity and promote understanding among students.

How to Get The Lekki Headmaster

During Registration

Candidates registering at JAMB-accredited CBT centres will receive a physical copy of the novel.

Through Digital Platforms

• Android Users: Download the MySchoolGist CBT App to access the novel.
• PC Users: Access the book via the MySchoolGist CBT Practice Software.
• PDF Version: Get the PDF version (17MB) for offline reading.

Recommended Links:

• JAMB Brochure
• JAMB Syllabus
• JAMB Subjects Combination for Arts, Commercial, Social Sciences Students
• Textbooks Recommended for JAMB UTME: All Subjects

This novel equips candidates with essential knowledge and helps them prepare for the 2025 UTME Use of English.