Introduction Educational reforms in any given country of which Nigeria is not exclusive always originate through the basic belief that substantial improvement can be gained in a country and by its persons via a careful development of the academic process (Omolewa, 2007). Although there have been efforts in the past at reforming education even though the clause “reform” may not have been used. Nigeria has seen numerous scholastic reforms which commenced at the pre-independence. The change was burnout of the nation’s notable protesters for self-rule that led the British expatriates to modify the learning system in operation in 1954 from 8-6-2-3 system i.e. 8year primary, 6year secondary, 2year higher school certificate and 3year university to a new system of 6-5-2-3 that is 6year primary, 5year secondary, 2year higher school certificate and 3year university. The alteration occasioned in lessening the number of years at the primary and secondary school stages and created further awareness in the minds of her citizenries about education.The major reform programmes in education after independence was the Universal Primary Education (UPE) programmes and the 6-3-3-4 system of education. The first two decades after the nation’s independence was seen as an era of self-determination and expansion in education,Fafunwa (1974). Other foremost change guidelines include: the Federal Government overthrow of provincial universities in 1975, (Adamu, 2004); the Universal Basic Education Programme of 1999, among others. Similarly, learning reformations have been carried out by both advanced,developing and the under-developed countries of the world. Bello (2007) in a statement pointed out certain reasons for reforms in education to include; to have education applicable to the wishes of the country, furnish students with appropriate knowledge,transmute their reserved and specialized lives, make education handy to more persons and pay extra responsiveness to science and technology. Others comprised the plea to: intimate learners with up-to-date information and communication technology skills, kit schools with suitable assets, improve teaching approaches and instructive practices, mend the school valuation system, and prepare the citizens of the country to face the contests of globalization.Reforms consist of changes and improvement to a law, social system or institution (Atanu,2006). However, there can be changes without improvements. Innovations and reforms in education are responses to varying economic and social-political circumstances both in developed and developing states. For people to feel the need to change an educational system at any given time, it is obligatory that the novel philosophies and needs which occurred in the previous system are no lengthier germane (Adamu, 2004).For schools to meet the expected standards, principals must be ready to drive the various reforms initiatives to its target. These reforms may include but not limited to integration of information and communication technology, and introduction of entrepreneurship education. Integration of information and communication technology in the context of this work refers to the incorporation of electronic device to carryout administrative tasks in the school system in a manner that is acceptable, smart and timely. Entrepreneurship education is considered important in this study and refers to a course taught by instructor with the objective of making the learners become independent and self-employed with the ability to take risk and translating the risk into profit making ventures through education.Principals who are transformational leaders are those whose leadership style inspires extraordinary performance among staff members.\cite{sco} Kreiter, Kinicki and Buelens (2002) asserted that transformational leadership can yield momentous syllabus amendment and outcomes; since it fathoms the process of change. It is able to convert staff to chase desired goals in view of self-interest.Reforms in education therefore, need to consider the unique roles of principals in the country’s education system. Principals’ are seen and regarded as managers in the school system and are expected to direct the affairs of the organization for the achievement of predestined goals and objectives. The success of any nation is inseparable from its sound policy framework which is basically guided and supported with functioning managerial technique, informed by modern decrees.
