LEKKI HEADMASTER SUMMARY

Right now we will be publishing the Full Chapter By Chapter Comprehensive and Concise Summary Of The Lekki Headmaster,” written by Kabir Alabi Garba as it was the JAMB Recommended Novel For UTME 2025.

JAMB UTME Novel Lekki Headmaster Comprehensive & Concise Chapter by Chapter Summary

ABOUT THE AUTHOR – LEKKI HEADMASTER

Kabir Alabi Garba is a seasoned journalist, author, and advocate for quality education in Nigeria. With years of experience in the media industry, Garba is known for his insightful analysis and storytelling that reflects societal issues. His works often explore themes such as leadership, migration, education, and cultural heritage. Through his writing, Garba seeks to highlight the challenges and triumphs of Nigerians in their quest for growth and development. The Lekki Headmaster showcases his ability to weave relatable narratives with profound life lessons, making it a valuable resource for both students and educators.

PLOT SUMMARY – LEKKI HEADMASTER

The novel The Lekki Headmaster by Kabir Alabi Garba tells the compelling story of Bepo Adewale, a charismatic and dedicated principal of Stardom Schools in Lekki, Lagos. It captures his struggles, sacrifices, and eventual triumphs as an educator who values cultural preservation, moral leadership, and academic excellence.

The story begins with Bepo’s internal conflict about relocating to the United Kingdom to reunite with his family. Despite the financial and professional opportunities abroad, Bepo feels a deep attachment to Stardom Schools, where he has served for over two decades. His leadership has earned him respect and admiration from students, staff, and parents alike.

The novel delves into themes of migration, education, and societal challenges. It highlights Nigeria’s brain drain problem through the “Japa syndrome,” as professionals seek greener pastures abroad despite the challenges of adapting to new environments. Bepo reflects on these issues as he navigates his decision to leave Nigeria.

Throughout the book, readers are introduced to key events, such as Bepo’s involvement in excursions to historical sites, debates on arts versus sciences, and farewell ceremonies organized by the school community. These events emphasize the importance of education, cultural identity, and leadership. The plot also portrays societal issues like corruption, inefficiency in public institutions, and family dynamics through vivid subplots.

The climax of the novel is marked by Bepo’s decision to leave Nigeria. However, as he departs, he feels an emotional void, leading him to reflect deeply on his purpose. In a surprising turn, Bepo returns to Stardom Schools, declaring his heart and mission remain there. His decision to stay symbolizes his commitment to shaping future generations and preserving cultural and educational values.

The novel ends on an inspiring note, as the school community joyously welcomes Bepo back, reaffirming their loyalty and appreciation for his leadership. The Lekki Headmaster is a poignant narrative about sacrifice, purpose, and the transformative power of education.

CHARACTERS LIST – LEKKI HEADMASTER

Major Characters:

•  Bepo Adewale – The protagonist, principal of Stardom Schools, and a dedicated educator.
•  Mrs. Ibidun Gloss – The Managing Director of Stardom Schools, who admires Bepo’s leadership.
•  Jide – Bepo’s landlord’s grandson, mentored by Bepo.
•  Mrs. Ignatius – A parent at Stardom Schools, dealing with family and visa-related issues.
•  Banky – A student involved in a rivalry with Tosh during the prefect elections.
•  Tosh (Ogba Junior) – Banky’s rival and Chief Ogba’s son.
•  Chief Didi Ogba – Tosh’s father, whose past imprisonment causes tension during the elections.
•  Mr. Amos – The school accountant, known for his efficiency and occasional humor.
•  Mrs. Ogunwale and Family – Bepo’s supportive landlords, representing neighborly relationships.
•  Tai – The agent who assists Bepo with his passport renewal.
•  Mrs. Ladele – A Nollywood enthusiast and mother of Bibi, a student haunted by nightmares about a teacher.
•  Mr. Ike – A teacher and referee during the farewell football match, adding humor to the event.
• Mr. Ike – A teacher and referee during the farewell football match, adding humor to the event.
•  Mrs. Apeh – A teacher known for her sternness and discipline.
•  Mr. Audu – A staff member who often provides comic relief during tense situations.
•  Mrs. Guta – A parent who complains about grammatical errors in the school’s materials.
•  Mr. Nku – A former staff member who absconded with a loan, representing the challenges of trust in leadership.
  

  Minor Characters:

  •  Bibi – Mrs. Ladele’s daughter, who fears a teacher due to his tribal marks.
  •  Mr. Ayesoro – A government teacher with tribal marks who inadvertently scares Bibi.
  •  Jeremi Amos – A staff member who assists in uncovering financial irregularities in the school’s cooperative funds.
  •  Mr. Fafore – The English teacher accused of making a grammatical error but later defended by Bepo.
  •  Mr. Ogunwale – Jide’s grandfather and Bepo’s landlord, who supports Bepo’s relocation efforts.
  •  The Prefects and Election Candidates – A group of students vying for leadership positions, reflecting democratic ideals in the school.
  •  The Drama Club Members – Students who perform the canoe dance and other cultural displays during the farewell ceremony.
  •  Parents at Open Day – Various parents who raise concerns, praise, or criticize school activities, reflecting diverse societal perspectives.
  •  Chief Mrs. Solape Bayo – The chairperson of the school’s board of directors, involved in discussions about financial policies.
  •  Mr. Egi Meko – The director of Beesway Group of Schools, where Bepo worked earlier, representing a contrast to Stardom’s values.
  •  Mr. Guta – A parent who raises concerns about grammar in the school’s materials during Open Day.
    

    Notable Groups:

    •  Stardom Cooperative Society Members – Staff who benefit from the school’s cooperative funds, leading to financial scrutiny by the management.
    •  Students of Stardom Schools – A collective representation of Nigeria’s potential future, displaying loyalty, intelligence, and enthusiasm.
      

      CHARACTERIZATION SUMMARY – LEKKI HEADMASTER
      

      1. Bepo Adewale

      Bepo is the protagonist and principal of Stardom Schools. He is a dedicated educator who values discipline, cultural preservation, and the holistic development of his students. His leadership style is a blend of compassion, firmness, and innovation. Bepo’s internal conflict about relocating abroad reflects his love for Nigeria and his commitment to the school. His ultimate decision to remain highlights his selflessness and unwavering dedication to education.

      2. Mrs. Ibidun Gloss

      The Managing Director of Stardom Schools, Mrs. Gloss is a strong and supportive leader who appreciates Bepo’s contributions. She is known for her witty remarks and her ability to balance administrative responsibilities with personal care for staff and students. Her farewell speech for Bepo underscores her respect for his leadership.

      3. Jide

      Jide is the grandson of Bepo’s landlord and serves as a symbol of Bepo’s mentorship and love for nurturing young talent. His humorous and emotional reactions to Bepo’s departure showcase the impact of Bepo’s guidance on young minds.

      4. Mrs. Ignatius

      A parent at Stardom Schools, Mrs. Ignatius represents the familial and societal pressures that often intersect with educational challenges. Her visa-related issues and family conflicts add depth to the narrative, highlighting themes of trust and resilience.

      5. Banky and Tosh

      Two students at Stardom Schools, Banky and Tosh represent youthful rivalry and the long-standing conflicts that often arise from family dynamics. Their dispute during the prefect elections showcases the importance of conflict resolution and the challenges of leadership.

      6. Chief Didi Ogba

      Tosh’s father, Chief Ogba, is a character whose past legal troubles become a source of conflict during the election. He symbolizes the societal struggle for justice and the consequences of unresolved disputes.

      7. Mr. Amos

      The school’s accountant, Mr. Amos, is a loyal and efficient staff member who often provides comic relief in tense situations. His role underscores the importance of financial integrity in managing a school.

      8. Mrs. Ogunwale and Family

      Bepo’s landlord and family symbolize the supportive community that surrounds Bepo. Their farewell gestures highlight the value of neighborly relationships and mutual respect.

      9. Tai

      Tai is the agent who assists Bepo during his passport renewal process. His character exposes the corruption and inefficiency in public institutions, reflecting the broader societal challenges in Nigeria.

      10. The Students

      The students of Stardom Schools collectively represent the hope and potential of Nigeria’s future. Their loyalty, creativity, and emotional reactions to Bepo’s leadership highlight the impact of education and mentorship on young lives.

      LEKKI HEADMASTER SUMMARY

      COMPREHENSIVE AND CONCISE SUMMARY – LEKKI HEADMASTER

      Chapter 1 Summary: Dusk

      The novel opens with an unusual scene at Stardom Schools’ morning assembly. Mr. Bepo Adewale, the principal, displays strange behavior as he walks to the podium. Usually a confident and lively figure, Bepo seems distraught, avoiding eye contact with students and staff. Despite several attempts, he fails to deliver his speech and eventually breaks down in tears, much to the shock of everyone present.

      The Vice Principal, Mrs. Grace Apeh, quickly steps in to manage the situation. She instructs staff members to conclude the assembly and leads the principal, along with the school nurse, Mrs. Titi, to his office for assistance. Consolations and questions about his distress fail to yield any explanation as Bepo continues to sob uncontrollably.

      As the morning progresses, news of the principal’s breakdown spreads. Mrs. Apeh decides to contact the Managing Director (MD), Mrs. Ibidun Gloss, who arrives promptly. The MD reflects on the principal’s years of dedication and wonders about the sudden change in his demeanor. She highlights Bepo’s critical role in the school’s success and expresses concern about the potential impact of his situation on the school’s reputation.Meanwhile, Bepo mutters incoherently, occasionally saying phrases like “Oluwa gba mi o!” (“God, save me!”). Mrs. Gloss and the staff try to get to the root of his distress, but Bepo offers no clear explanation. The MD eventually involves Mr. Wande, a pastor and physics teacher, to counsel the principal. Wande suggests contacting Bepo’s wife, who is living in London. This idea hints at possible marital or emotional troubles as the source of Bepo’s distress.

      Despite efforts to console him, Bepo remains deeply upset. The MD decides to send him home under the care of the guidance counselor, Mrs. Beke Egbin, emphasizing the need for professional help to address his mental state. The chapter closes with the MD’s determination to maintain the school’s focus on education while handling the situation discreetly to avoid causing alarm among parents and students.

      This chapter introduces the central character, Mr. Bepo Adewale, and sets the stage for exploring themes of mental health, leadership, and the pressures of running an elite school. It establishes the tone of the novel, balancing humor and seriousness, as well as the dynamics between staff members at Stardom Schools.

      Chapter 2 Summary: The Enticement

      After days of silence and emotional distress, Mr. Bepo finally reveals his dilemma—he is relocating to the United Kingdom to join his family. The decision is far from easy for him. Bepo loves Stardom Schools and his students deeply and feels strongly about contributing to Nigeria’s educational development. However, his wife, Seri, who has already moved to the UK with their two children, Nike and Kike, pressures him to leave Nigeria. The family’s absence has strained their marriage, leaving Bepo with no choice but to resign.

      Bepo recalls his two decades of service at Stardom Schools, where he gained the nickname “The Lekki Headmaster” due to his charisma and problem-solving skills. His ability to resolve conflicts, including petty staff disputes, earned him admiration. Despite his commitment to the school, his colleagues find his reluctance to relocate puzzling. They jokingly debate the financial benefits of moving to the UK, emphasizing the attractive salary of £3,600 per month compared to his Nigerian salary of ₦400,000.

      Seri, a nurse, is rumored to be earning over £10,000 monthly, further highlighting the economic advantages of their move. While his colleagues ridicule his hesitation, Bepo reflects on his entrepreneurial aspirations. He dreams of starting a business in Nigeria after retiring at 55. His ideas range from farming to transportation, but he worries about the challenges of running a business in the country, particularly after past failures with a neighborhood school he co-founded.Despite these concerns, Bepo feels the weight of his family’s expectations and the practicality of earning a better income in the UK. As a trained teacher with vast experience, he is confident in his ability to adapt to the new environment. He draws inspiration from stories of other Nigerian teachers thriving abroad, even though he knows the transition will come with its challenges.

      This chapter delves into Bepo’s internal conflict, exploring themes of family loyalty, professional dedication, and the allure of greener pastures abroad. It also sheds light on societal issues such as brain drain and the struggles of balancing personal aspirations with communal responsibilities.

      Chapter 3 Summary: Migration Tales

      In this chapter, Mr. Bepo reflects on the realities of relocating abroad as he prepares to leave Nigeria. He contemplates the wage structures in developed countries, contrasting them with the one-time monthly salary system in Nigeria. Bepo appreciates the flexibility of hourly or weekly remuneration in places like the United States and the United Kingdom, which allows workers to earn more by working longer hours. However, he also acknowledges the high costs of living in these countries, including taxes, rent, and maintenance.

      Bepo hears stories of Nigerians earning significant sums abroad. For example, a Nigerian cab driver in the U.S. earns $500 daily, translating to nearly ₦800,000 when converted. These figures are alluring, but they mask the reality of the expenses incurred in hard currencies, leaving many migrants with little savings despite their high earnings.

      The chapter also highlights the desperation that fuels migration. Nurses, doctors, and other professionals flee Nigeria in large numbers, seeking better opportunities. Some sell their possessions or take loans to fund their journeys, often leaving behind unpaid debts. Bepo recalls the case of Mr. Nku, who disappeared after taking a ₦2 million loan from Stardom Schools’ cooperative society. Another driver confessed to attempting to sell a school bus to pay for his son’s college tuition abroad.

      Sola, a former Home Economics teacher at Stardom, shares her migration experience with Bepo. She describes the challenges of settling in the UK, including borrowing to pay for their first apartment and the high cost of living. Despite these hurdles, she praises the infrastructure and opportunities available, particularly for children’s education and healthcare. Sola recounts how her asthmatic daughter received excellent emergency care during a health crisis, an experience that left her deeply grateful.

      However, not all migration stories are positive. The chapter includes tales of Nigerians who face hardships abroad. Jare, a former banker, breaks down under the pressure of caring for an elderly couple in London. Hope, an accountant, finds his marriage strained after moving to the UK, as his wife stops supporting him financially.

      The chapter concludes with Bepo pondering the mixed outcomes of migration. While many Nigerians achieve success abroad, others struggle to adapt to the demands of life in a foreign land. He realizes that migration, like life itself, is not a straightforward journey and requires careful planning and resilience.

      This chapter explores themes of migration, sacrifice, and the quest for a better life. It provides a balanced perspective on the opportunities and challenges faced by Nigerians relocating abroad, making it relatable to students preparing for JAMB.

      Chapter 4 Summary: A Case of Visa Denied

      The chapter begins with Mr. Bepo receiving a late-night call from Mrs. Ignatius, a parent at Stardom Schools. This irritates him, as he feels she has overstepped the boundaries of their cordial relationship. Mrs. Ignatius complains about her family’s ongoing visa issues, which she believes have been complicated by her husband’s suspicions about the paternity of one of their children, Favour, who attends Stardom.

      A year earlier, the Ignatius family had planned to relocate to London. Mr. Ignatius, a manager at an oil firm, was initially reluctant but eventually agreed to the move for the sake of his children. However, during the visa processing, a DNA test revealed that Favour was not Mr. Ignatius’s biological child. This discovery shattered the family, leading to mistrust and complications in their plans. Mr. Ignatius’s distrust grew, and he began doubting Mrs. Ignatius’s faithfulness, further straining their relationship.

      Mrs. Ignatius shares her frustration with Bepo, insisting that she did not cheat on her husband. However, the embassy denied their visas, leaving the family in turmoil. She wonders whether Favour knows the truth and expresses concern about the family’s future. Bepo listens but is preoccupied with his own upcoming relocation, seeking relief from such dramatic incidents at Stardom.

      Meanwhile, Bepo reflects on his experiences at Stardom, noting that running an elite school came with challenges. He learned that parents often have varying temperaments, ranging from respectful to difficult. He hopes to document these experiences in a book someday, believing his time in the UK will give him the space to reflect and write.

      The chapter closes with a subplot involving Mrs. Ladele, a devoted Nollywood fan. One night, while watching a romantic movie, she hears her daughter, Bibi, scream in fear. Bibi reveals she has been having nightmares about Mr. Ayesoro, her government teacher at Stardom, who is known for his deep tribal marks. This leads to her reassignment to another house at school, but the fear lingers. Eventually, Mr. Ayesoro is transferred to a different division within Stardom’s organization to address the situation.

      This chapter addresses themes of family tension, mistrust, and the impact of unresolved issues on relocation plans. It also highlights the challenges school administrators face in handling sensitive matters involving students and parents.

      Chapter 5 Summary: Snake in the Roof

      The chapter begins with Mrs. Ibidun Gloss, the Managing Director (MD) of Stardom Schools, seeking a brief moment of solitude during a long break. Despite her calm demeanor, she suffers from a painful medical condition that has plagued her for over 30 years. After resting, she decides to inspect a piece of land the school acquired two years earlier, located near the back gate. Upon arrival, the MD discovers that the land, which had been fenced off, is being used as a parking lot for about 17 vehicles. Shocked by the variety and quality of the cars, including Toyotas, Hyundais, and buses, she grows suspicious. The vehicles bore Stardom Schools’ stickers, suggesting ownership by staff members. Confused and angered, the MD wonders how these teachers, gardeners, and other staff could afford such cars.

      The MD calls for the principal, Mr. Bepo, and the school accountant, Jeremi Amos, to investigate. She suspects financial malpractice within the school. The accountant explains that many staff members purchased their cars through loans from the Stardom Cooperative Society, with repayments deducted directly from their salaries. Despite this explanation, the MD questions the cooperative’s financial capacity to support such expensive purchases.

      Further investigations reveal that the cooperative’s purse holds ₦95 million, with over ₦50 million already loaned out to staff members. Alarmed by this information, the MD calls for a meeting with the school’s board of directors, all of whom are members of the Bayo family. Chief Mrs. Solape Bayo, the board chairman, likens the situation to “hanging a snake in the roof and going to bed,” expressing concern that staff might misuse the funds to start a rival school.

      To address the issue, the board decides to implement stricter financial controls. They impose a ₦250,000 cap on staff loans and require the MD’s approval for all future loan requests. Additionally, the cooperative society must keep the management informed about its activities to prevent further risks.

      This chapter highlights themes of accountability, financial management, and the potential consequences of unchecked privileges. It underscores the importance of oversight in running an organization and the challenges of balancing trust with control.

      Chapter 6: Ade as Well as Jide – COMES vs. COME

      Open Day at Stardom Schools is an important event for parents to engage with the school and teachers, but it also serves as an avenue for complaints. Mrs. Ibidun Gloss, the Managing Director, calls an urgent meeting involving a teacher, Mr. Fafore, after a parent, Mr. Guta, reports what he perceives as a grammatical error in a note written by the teacher: “Ade as well as Jide comes early.” The MD harshly criticizes Fafore, labeling him incompetent, and insists that his dismissal is necessary to uphold the school’s reputation.

      However, Mr. Bepo defends Fafore, explaining that the phrase follows proper grammatical rules when analyzed in its context. To confirm this, staff members research the rule and find that Fafore and Mr. Bepo are correct. The MD realizes her error and feels embarrassed about the public outburst. Despite the incident, the staff laugh off the situation, with Mr. Audu adding humor to lighten the mood. This chapter showcases the pressures educators face in maintaining high standards, alongside the misjudgments that can arise from misunderstanding.

      Chapter 7 Summary: “Ritualists”

      In this chapter, Bepo reflects on his experience at Beesway Group of Schools, where his attention to detail and penchant for correcting errors caused friction. He had pointed out the grammatical inaccuracy in the school’s name, which should have been “Beesway Group of Schools” instead of “Group of School.” However, his corrections were met with disdain by the director, Mr. Egi Meko, who dismissed Bepo’s concerns as trivial.

      The director rationalized his refusal to make changes by attributing the school’s name to divine inspiration and emphasizing its registration with the Corporate Affairs Commission. Despite Bepo’s linguistic expertise, the director mocked his suggestions and misused terms like “Englisher,” further highlighting his own linguistic ignorance. Bepo ultimately realized that any further attempts to correct the error would only invite hostility.

      Later in the chapter, Bepo witnesses a shocking and mysterious event late at night. From his room, he notices suspicious activity involving several men, including the director, carrying out what appeared to be a ritualistic act—burying a live cow. Despite his fear, Bepo confronts the men, only to be met with hostility. The situation escalates as one of the men injures him, but the director intervenes and orders them to stop.

      The incident leaves Bepo deeply unsettled, raising questions about the director’s true intentions. The following day, Bepo contemplates reporting the event to the authorities but hesitates due to the potential financial and emotional toll of pursuing justice. His dilemma reflects the complex interplay of morality, power, and survival.

      Towards the end of the chapter, Bepo recalls his early days in the education sector, including his attempt to establish a school called Fruitful Future with a colleague. Despite their noble intentions and innovative methods, the school failed due to infrastructural challenges and lack of support from the local government. This memory underscores the struggles educators face in a system plagued by corruption and neglect.
      LEKKI HEADMASTER SUMMARY
      The chapter concludes with a shocking twist: a news report implicates a familiar figure, Mr. Ogo, in a ritual murder. This revelation ties back to the mysterious burial at Beesway and deepens Bepo’s disillusionment with the dark realities of the world around him.

      Chapter 8: Missions Unaccomplished

      The chapter opens with a legal dispute between two families of Bepo’s students, a matter that remains unresolved as Bepo prepares to leave Nigeria. Meanwhile, Stardom Schools initiates a democratic process to elect new prefects. The management emphasizes cultivating leadership qualities early in students by introducing elections for various positions, including Head Boy, Head Girl, and other prefect roles. Intent forms are sold at varying prices, with higher costs for more prestigious roles, ensuring only committed students apply.The screening process requires aspirants to demonstrate academic competence, moral uprightness, and a debt-free status. Mrs. Ibidun Gloss humorously remarks, “If you want a debtor to lead fee payers, ask a tenant to lead the landlord.” Candidates must deliver a three-minute speech during their interview to showcase their communication skills.

      On Speech Day, things take a dramatic turn when Banky, an SSS 2 student vying for Social Prefect, insults his opponent Tosh by referencing his father’s past imprisonment. Tosh reacts angrily and storms out. This disrupts the event, drawing attention to a long-standing rivalry between the two families rooted in previous conflicts, including a PTA election and a dance competition.

      Tosh’s father, Chief Didi Ogba, an ex-detainee acquitted of embezzlement, feels slighted by Banky’s remarks. The Ogba family demands a public apology and legal action ensues, straining relations. Despite Bepo’s attempts to mediate, the feud intensifies, threatening the school’s image.

      The chapter closes with Bepo reflecting on his connection to the school’s Invention Club and its Breath Project, a phone-making initiative using recycled materials. He worries that leaving Nigeria might derail the project, but hopes to witness its success even from abroad.

       

      Chapter 9: Laughing Waterfalls

      Stardom Schools demonstrated its dedication to providing students with diverse learning experiences by organizing excursions, retreats, and cultural programs. Over the past decade, the school had taken students and staff to remarkable sites, including historical locations like Badagry and the Whispering Palms Resort. Excursions served as an avenue for exposure and fun, blending education with leisure. Programs such as Children’s Day, Mother’s Day, and Teachers’ Day included concerts and lectures by notable experts.

      Mr. Bepo, the Senior English Teacher, advocated for frequent excursions, ensuring students developed a deep understanding of their country’s heritage. His vision was for students to gain a holistic education that combined academics with cultural knowledge, especially as many would eventually study abroad. Students visited famous Nigerian waterfalls, such as Ikogosi Warm Springs, Erin Ijesha Waterfalls, and Owu Waterfalls, each with unique historical and cultural significance.

      The school’s excursions also included visits to the National Museum, Badagry’s historical sites like the First Storey Building, and the Black Heritage Museum, where students learned about the transatlantic slave trade. Bepo reflected on how the slave trade degraded Africans, contrasting it with modern-day “slavery” as Nigerians desperately sought to migrate abroad for greener pastures. He lamented how the trend of “japa” (migration) mirrored the sacrifices and hardships faced during historical slavery.

      Despite its occasional challenges, Stardom’s excursions enriched the students, fostering a connection with Nigeria’s history and inspiring cultural pride. Bepo’s educational philosophy underscored the importance of experiential learning as a tool to broaden students’ horizons.

      Chapter 10: Passport Pains

      Bepo procrastinates renewing his expired passport, initially ignoring its importance as he had no immediate plans to relocate. However, mounting pressure from his family eventually forces him to act. His attempts to renew the document in Lagos are met with overwhelming bureaucracy, corruption, and inefficiency, making the process daunting. Bribery and middlemen dominate the system, with agents charging exorbitant fees to expedite services.

      To avoid Lagos’ chaos, Bepo decides to process his passport in Ibadan, Oyo State. He contacts an agent named Tai, who promises a faster process but requires extra charges. During the trip, Bepo reflects on the improvements along the Lagos-Ibadan Expressway and notices the emergence of new religious and business establishments. Despite Tai’s help, Bepo faces additional setbacks due to issues with his National Identity Number (NIN), forcing him to endure further delays and frustrations at the NIN office.

      This chapter vividly portrays the inefficiency of public service systems in Nigeria and the lengths citizens must go to navigate them. Bepo’s experience highlights the emotional and financial toll of corruption and poor governance.

      Chapter 11: Point of No Return

      Chapter 11 centers around the heartfelt farewell organized for Mr. Bepo, marking his departure from Stardom Schools. A grand banner stretched across the school hall, celebrating Bepo’s immense contributions, titled “For He Gave Stardom His Very Best.” This chapter explores the emotional weight of saying goodbye and highlights the school’s efforts to give him a memorable send-off.

      LEKKI HEADMASTER SUMMARY

      The farewell began with a novelty football match between the staff and students, filled with humor and drama. The referee, a teacher named Mr. Ike, ensured the match leaned in favor of the staff by making dubious calls, which added comic relief to the tense occasion. The game ended in a lively atmosphere, with singing and clapping centered around Bepo.

      The second event was a debate themed “Arts vs. Sciences: Which Contributes More to National Development?” This debate became a platform for showcasing the students’ intelligence and wit, with the arts team emphasizing the cultural and economic influence of Nollywood and music. The sciences team, on the other hand, stressed the practical contributions of health and technology. The debate concluded with the arts team triumphing, reinforcing the school’s belief in nurturing well-rounded individuals. Friday’s grand finale featured a cultural display by the drama club, including traditional dances such as Bata, Atilogwu, and Koroso. The canoe dance, a symbolic depiction of travelers on a river, left a lasting impression on Bepo, reminding him of Nigeria’s rich cultural heritage. This performance, alongside his memories of the Heritage Slavery Museum, triggered an emotional outburst as Bepo imagined the agony of enslaved people. His sudden interruption left the audience silent before he humorously recovered and praised the performance.

      The farewell concluded with an emotional speech from Mrs. Ibidun Gloss, the school’s managing director, praising Bepo’s unparalleled dedication and urging him to maintain ties with Stardom. A generous gift—a $10,000 cheque, the highest ever given to a departing staff member—was presented to him amidst applause. Overwhelmed, Bepo expressed his gratitude but broke into tears, reflecting on his 24 years of service.

      This chapter is a testament to Bepo’s profound impact on Stardom Schools and his unwavering dedication to education, leaving a legacy that will inspire future generations. It encapsulates the themes of gratitude, community, and cultural pride, making it an essential segment for UTME candidates to grasp.

      LEKKI HEADMASTER SUMMARY

      Summary of Chapter 12: Dawn

      Bepo prepared meticulously for his flight to the UK, determined not to repeat his past mistake of missing a flight due to carelessness. He confirmed his ticket details and ensured he left home well ahead of time to avoid delays caused by Lagos traffic. Despite the ban on motorcycles, which once served as a saving grace for hurried travelers, Bepo managed his journey effectively with the help of his landlord, Mr. Ogunwale, and his family, who offered emotional support and a ride to the airport.

      The chapter highlights Bepo’s deep bond with his neighbors, especially Jide, a young boy he mentored. Jide’s innocent humor and emotional farewell added a sentimental touch to Bepo’s departure. Bepo also ensured he fulfilled cultural expectations by packing specific Nigerian delicacies for his wife, who awaited him abroad.

      At the airport, the atmosphere was a mix of humor and poignancy. Bepo’s colleagues and well-wishers reminisced about his impactful contributions to Stardom Schools. Despite the emotional farewells, Bepo maintained his composure, navigating through security checks and finally boarding the flight.

      As the plane took off, Bepo was overcome by a vivid dream that transported him to the Heritage Slave Museum in Badagry, reflecting his deep-rooted connection to Nigeria’s history and struggles. The dream mirrored his emotional conflict about leaving his homeland.

      On the Monday following Bepo’s departure, the void left by his absence was palpable at Stardom Schools. Students and staff felt the loss deeply, especially during morning assembly, a routine Bepo had made memorable with his warm presence. However, just as the community began to confront this reality, an unexpected twist unfolded. To everyone’s surprise, Bepo returned to the school, declaring he could not leave because his heart and mission remained at Stardom Schools. The chapter ends with jubilant celebrations as students and staff welcomed him back, singing the school’s victory song and reaffirming their unity.

      This emotional conclusion underscores Bepo’s unwavering dedication to his school and students, leaving a lasting impression on readers and emphasizing themes of community, sacrifice, and purpose.

      Lekki Headmaster is a powerful story about resilience, leadership, and the transformative power of education. It underscores the challenges educators face in underprivileged communities and the importance of collective effort in overcoming societal obstacles. The novel leaves readers with a message of hope and the belief that one person’s determination can inspire a ripple effect of change.

      NOTE: In as much as we tend to provide the above short, complete, comprehensive and concise summary of the JAMB UTME Recommended Novel “Lekki Headmaster written by Kabir Alabi Garba”, Candidates are as well advised to bring out their time to read the full novel in-order to understand the summary above.