Something seemed unusual in the way the principal walked to the podium from the back of the assembly. He moved his tall frame rather ponderously, not quite as smart as he used to be. The trademark morning smile, which had always greeted students and staff alike, was notably absent.
As he took the microphone from Angel, the chapel prefect, he held it in silence, despite the excitement buzzing through the crowd after the morning’s pep talk. All eyes were on him, waiting for words that did not come. Instead, he stared blankly above the students’ heads, his gaze lost somewhere far beyond their eager faces.
With a heavy silence enveloping the assembly hall, he made another attempt to speak. But instead of words, tears began to flow down his cheeks—tears that betrayed a deep well of emotion. The microphone slipped from his grasp and clattered to the ground, amplifying the tension in the air. More tears streamed down his sunken cheeks as dozens of perplexed eyes—students’ and staff’s—fixed on him, searching for answers in a moment that offered none. In that moment of vulnerability, Mr. Bepo Adewale sought refuge in his palms, shielding his face from the world.
The first voice to break through the shock was that of Vice Principal Mrs. Grace Apeh. “What is the matter, principal?” she asked gently, moving to his side as four other staff members joined her in concern. Yet Bepo remained silent, sobbing freely as Mrs. Titi, the school nurse, rushed forward with a handkerchief.
“Please conclude the assembly and let the students go into their classes immediately,” Mrs. Apeh instructed Mr. Justus Anabel, the Chemistry teacher. As they guided Bepo back to his office, his face still buried in his hands, he sobbed more agitatedly.
“Sir, what is the matter?” Nurse Titi asked again once they reached his office. But Bepo could only shake his head in despair; words eluded him along with any semblance of composure.
As time passed and more teachers arrived to console him or lend a helping hand, Mrs. Apeh advised them to return to their classes while exempting only Mrs. Beke Egbin, the guidance counselor. Consolation turned into a chorus of questions as they surrounded Bepo for over thirty minutes; yet he continued to weep uncontrollably.
Meanwhile, news had begun to spread among anxious parents who were eager to understand what had happened to their beloved principal. Whispers circulated—one parent claimed he was rolling on the floor while another reported he kept muttering “Oluwa gba mi o!”—Save me, O God! Realizing that she needed assistance, Mrs. Apeh decided it was best to call Managing Director Mrs. Ibidun Gloss—the MD—who would have been at school if not for another commitment.
The morning assembly had not begun with such sorrowful undertones; rather it had started with excitement following a recent reduction in boarding fees from N250,000 to N165,000—a move that had significantly increased student attendance for morning assemblies. The school had transformed into a haven of modest comfort for elite students.
Earlier that day, Stardom Schools had commenced their assembly with a prayer recited from Nigeria’s National Anthem before transitioning into a pep talk led by Ikenna Egbu, an SSS1 student who had just returned from an excursion to Jos. His vibrant recounting of experiences in Jos filled the hall with cheers and applause—a stark contrast to the somber mood that now enveloped them.
But now all eyes were on Mr. Bepo Adewale—the principal known affectionately as The Lekki Headmaster—who had been an inspiring figure at Stardom for 24 years. His absence of words following Ikenna’s spirited presentation left students and staff alike yearning for his usual uplifting remarks.
In her office on the second floor of the Admin Building, MD Ibidun Gloss felt an unsettling frustration clouding what should have been a joyous morning after celebrating over 90 percent success in WASSCE results just yesterday. She hurriedly summoned Bepo to her office but found him unable or unwilling to articulate what troubled him.
As minutes ticked by without clarity from Bepo—who muttered “Thank you. I will be all right”—the MD’s agitation grew palpable. She called upon Mr. Ope Wande, a Physics teacher and pastor who had missed the assembly but sensed something was amiss upon entering Bepo’s office.
“Principal, I hope all is well,” Wande asked softly as he approached Bepo.
“Not really,” came Bepo’s muffled response as Wande knelt beside him and spoke gently in hushed tones about seeking help while assuring him confidentiality.
After several minutes of conversation yielded little progress in understanding Bepo’s distress, Wande suggested urgently contacting Bepo’s wife who lived abroad—a suggestion met with agreement from Mrs. Gloss.
As she dialed an international number provided by Bepo on a card from his suit pocket, it became clear that this morning was spiraling into something far more serious than anyone could have anticipated—a pivotal moment that would change everything at Stardom Schools and leave its community grappling with uncertainty and concern for their beloved principal’s well-being.
Notable Characters in Chapter one
| Character | Role |
|---|---|
| Mr. Bepo Adewale (Principal) | The central figure whose emotional breakdown becomes the focal point of the story. He is a passionate and respected leader, but his distress remains unexplained, adding mystery. |
| Mrs. Grace Apeh (Vice Principal) | Takes charge during the principal’s breakdown, offering support and organizing the assembly’s conclusion. Her decisive actions demonstrate her leadership in the principal’s absence. |
| Angel (Chapel Prefect) | Hands the microphone to the principal and ensures order during the assembly, representing student leadership within the school. |
| Mrs. Titi (School Nurse) | Provides comfort to the principal during his breakdown, showing compassion and care. |
| Mr. Justus Anabel (Chemistry Teacher) | Temporarily concludes the assembly upon the VP’s instructions, symbolizing teamwork among staff. |
| Mrs. Beke Egbin (Guidance Counselor) | Remains with the principal to offer emotional support, indicating her role in student and staff welfare. |
| Mrs. Ibidun Gloss (Managing Director) | Steps in to manage the escalating situation, highlighting her authority and concern for the school’s reputation. |
| Mr. Ope Wande (Physics Teacher and Pastor) | Called upon for spiritual and emotional guidance, reflecting his dual role as a teacher and a moral figure. |
| Ikenna Egbu (Student) | Delivers a captivating pep talk about his experience in Jos, showcasing the educational enrichment provided by the school. |
| Mr. Audu (Fine Arts Teacher) | Adds humor with his witty commentary on the school’s economic policies, providing light relief amidst tension. |
| Parents | Represent external stakeholders of the school; their concerns and rumors emphasize public perception of the situation. |
| Mr. Funso Daniels | A cousin of the MD who was dismissed after a student under his care failed a subject, underscoring the school’s strict academic standards. |
20 Possible Comprehension Questions and Answers in Chapter one
Q: How does the chapter begin?
A: The chapter begins with an unusual scene at the school assembly, where the principal, Mr. Bepo Adewale, walks to the podium in an uncharacteristic, somber manner.
Q: What was the students’ initial reaction to the principal’s behavior?
A: The students were perplexed and silent, watching the principal in confusion as he struggled to speak and eventually broke down in tears.
Q: How did the Vice Principal respond to the principal’s breakdown?
A: Mrs. Grace Apeh took charge, concluding the assembly and ensuring the principal was escorted back to his office with the help of staff.
Q: Who were the first staff members to assist the principal?
A: The first staff members to assist him were the Vice Principal, Mrs. Grace Apeh, the school nurse (Mrs. Titi), and Mr. Oyelana, the CRK teacher.
Q: What was the main topic of Ikenna Egbu’s pep talk?
A: Ikenna spoke about his memorable experience during a school excursion to Jos, describing its beautiful landscape and cool weather.
Q: How did the students and staff react to Ikenna’s speech?
A: They responded with excitement, applause, and admiration for his vivid and enthusiastic account of Jos.
Q: Why was the assembly held early?
A: The reduction in boarding fees led to more students living on campus, improving punctuality and allowing the assembly to start earlier.
Q: How did the principal usually interact with the students during assemblies?
A: He was known for his compelling speeches and engaging demeanor, often looking directly into the students’ eyes to inspire them.
Q: What was the MD’s reaction to the principal’s condition?
A: The MD was deeply concerned and tried to extract the reason for his distress, ultimately deciding to send him home.
Q: Who suggested calling the principal’s wife, and why?
A: Mr. Ope Wande, the Physics teacher and pastor, suggested calling her, believing she might help alleviate his emotional distress.
Interpretative Questions
Q: What might have caused the principal’s emotional breakdown?
A: The reason is not explicitly stated, but it could stem from personal or professional challenges, such as missing his wife who lives abroad or stress from his responsibilities.
Q: What does Ikenna’s description of Jos symbolize in the story?
A: It symbolizes the enriching power of education and the importance of exposure to diverse cultures and experiences.
Q: Why did the MD hesitate to let the principal go home alone?
A: The MD was concerned about his safety and the potential implications of leaving him unsupervised in his emotional state.
Q: How is humor introduced in the chapter?
A: Mr. Audu, the Fine Arts teacher, uses biting humor to comment on the MD’s financial policies, lightening the tense atmosphere.
Q: What does the reduction in boarding fees signify about the school’s management?
A: It reflects the school’s strategic approach to balancing affordability with profitability.
Q: How does the principal’s behavior affect the school’s reputation?
A: His public breakdown raises concerns among parents and creates speculation, potentially harming the school’s image.
Q: What does the nickname “The Lekki Headmaster” reveal about the principal?
A: It highlights his humor and ability to connect with students and staff through playful imitation.
Q: How does the MD view the school’s purpose?
A: The MD sees the school as a place for learning and profit, emphasizing the need to maintain its reputation.
Q: What role does the guidance counselor play in the story?
A: Mrs. Beke Egbin offers emotional support to the principal, reflecting her responsibility for student and staff welfare.
Q: Why is the school’s academic performance highlighted in this chapter?
A: It underscores Stardom’s reputation for excellence, contrasting with the principal’s unexpected vulnerability.
The Lekki Headmaster Chapter Two
After five days of interrogation and frustration, Mr. Bepo opened up. He was leaving Nigeria for the United Kingdom. He could no longer withstand the pressure to relocate, as his foot-dragging over the matter had pushed his marriage to the brink. He very much loved Stardom Schools, especially his students. He cared about them, wanted to continually be part of their growth. He found no sense in leaving them behind in a developing nation and joining the crowd working to further advance the United Kingdom: a developed country. But family was also keen on his mind. In the war to win him over, his wife had conscripted Nike and Kike, their two children, who, all the while, had been with her. He just had to quit and join them. Fortunately, he had already secured a teaching job in the UK.
Of the two decades plus Bepo spent at Stardom Schools, he was Headmaster at Stardom Kiddies – the nursery/primary arm – for four years. The foundation school remained constant in his professional history especially because of the nickname it bequeathed to him – The Lekki Headmaster.
Apart from the fact that he sometimes mimicked the Village Headmaster in the old TV drama series, once upon a time, some of the teachers under him became so quarrelsome. Hardly would two weeks pass without a conflict being brought to his office for resolution. Given his humanistic and empathetic disposition, he often accommodated their agitation and even pettiness and resolved the issues. One day, during a staff meeting to resolve another quarrel, the clownish teacher, Mr. Audu, joked about Bepo’s disposition. “The way the headmaster masterly resolves these fights reminds me of the way King Oloja, in Village Headmaster, resolved all the roforofos brought by his chiefs and villagers. So, as they had their own Village Headmaster, we also have our own Lekki Headmaster. “Expectedly, laughter ensued. But there was more. A label stuck, which the many years that would eventually roll did not change. Even after Bepo became the principal at the secondary school, many still loved to call him ‘The Lekki Headmaster’.
A good number of Mr. Bepo’s colleagues at Stardom found his reaction concerning the impending relocation funny: extremely funny. Of course, what they really had in mind was that it was stupid. How could one have such a golden opportunity and yet be sad and reluctant considering that thousands of people even were sacrificing everything they had to travel overseas? His case was enviable, they thought. He did not have to borrow or steal money to make the journey. He did not have to present a fake wife at the embassy. And, in the UK, he would not have to look for menial job-wouldn’t have to clean ‘dishes’, as folks uncharitably say about washing corpses.
His wife, Seri, was a nurse. Rumour had it that she could be earning up to £10,000 per month (a whooping gbemu of more than N17m, they swiftly multiplied). The teaching job Mr. Bepo got promised about £3,600 and other entitlements. As principal, his salary at Stardom was about N400,000. Which was bigger: 400,000 feeble naira or almost 4,000 heavy British pounds? They converted the latter to about N6 million – at about N1,700 for a pound. Why then would any rational being develop cold feet towards such a life-changing offer?
“But let us not forget that he will not spend the wage in naira o. He will spend it in pounds. This is one factor many of us fail to take into consideration,” said Mr. Oyelana during a gossip session. But Mr. Audu had a contrary view.
“Dump that argument!” he exclaimed. “No matter how much of it he spends in pounds, he will still have a lot to send to Nigeria.” The Fine Arts teacher explained: “Just imagine, if he sends £1,000 to Naija every month, that is over N1.7m. You want to compare Bepo that saves N1.7m monthly to the one that earns N400,000 as salary? Are they on the same level? The principal knows all of these and still insists he is not leaving. I think Stardom’s management has jazzed (bewitched) him. This is unnatural. I have to find his wife’s home address.”
“And what will you do if you find it?” Oyelana asked, bemused. “I will beg her to adopt me as husband. I am leaving for the airport RIGHT NOW!” Audu said.
He stood up immediately, picked a few books off his table, pushed them under his armpit, and walked out of the staffroom, declaring: “I am heading to the airport for the next flight.”
His colleagues roared with laughter. Of course, everyone heard the bell.
Mr. Audu was already late for his next class.
Bepo’s plan was to retire from Stardoms at the age of 55. That was still four years away. He had been thinking seriously about life in retirement. He had begun attending seminars on entrepreneurship: this was what he wanted to spend the remaining slice of his days on. He loved the freedom and confidence successful businessmen enjoyed, in spite of the fact that business enterprise harbours peculiar challenges. Bepo also loved to develop fellow men and his country. He pictured himself in a position where he also could employ workers, no matter how modestly, and give people opportunity to earn a living and pay tax to government. It was one of the tips he learnt at Seminars. According to one of his coaches, no employee should dream big about comfort or bank on job security either. Only a business owner could afford to do so, especially when the
business had become successful.
Bepo would also not mind establishing his own school; after all, he had garnered a lot of experience about teaching and school management. Besides, he was a trained teacher, having studied English/History Education at the University of Benin. This projection would give him an opportunity to push his passion for moulding the young. His only reservation: he wondered if he would have enough capital to float a standard school, given the taste he had already imbibed at Stardom. He recalled that a major principle of entrepreneurship is starting small. He did not object to this, but experience had taught him a lesson: it is better for the facility to be in an area where parents are able to pay for the kind of education he wanted to provide. He could not forget in a hurry how a neighbourhood school-Fruitful Future-which he established alongside a friend, shortly after his National Youth Service, crumbled due to socio-economic challenges in the location. Of course, he knew his wife would not fund any project that would hold him down in Nigeria.
Bepo considered farming, food, and sachet (pure) or bottled water businesses. But he also had substantial inclination towards commercial transportation. He believed it was a business someone with minimal capital could begin with. An option he could readily chew over was buying a bus or a cab and leasing it to a driver. A fact about transportation, he knew, was that you begin to make money from the first day the vehicle is purchased. It is not like farming, where you had to wait till the end of a season or cycle before your seeds or animals begin to yield. It is not like retail or distribution business either, where, after getting a shop, you have to wait for customers to show up- customers who already have their preferred clients before you arrived. Besides, in many cases, buyers need to earn trust before patronising you. But in running a cab or bus, passengers have no loyalty to any driver or vehicle. As a matter of fact, Bepo knew: the newer your cab, the more attractive it is to commuters.
The problem with transportation, he learnt, was that many commercial drivers one would have loved to engage lacked enlightened business practices. They were not trustworthy, and often ended up ruining the dream. At least, three members of staff at Stardom ventured into it but ended up with regrets. The drivers frustrated the idea, defaulted in payment, and often told lies that the autos broke down. On some occasions, they colluded with mechanics to defraud the vehicle owners. In spite of these sour details, Bepo kept the option open. Hebelieved there could still be a way out. There were, for instance, people who bought vehicles and let them out to drivers, who, in turn, paid instalments. He also felt that if big transport companies, such as ABC and God is Good Motors, could operate successfully, there must be a way around the challenges.
For now, however, he needed not worry again about those dreams. He was set to renew his teaching career in a new environment, a new country where he, definitely, would earn more and share a new life with Seri, Nike and Kike. He knew life, anywhere, is not a bed of roses, and every place harboured its challenges. He read the story of a Nigerian teacher who got rattled the first day he walked into a class in a UK school. One of the students was said to have asked: “Are you an idiot?” Yet, Bepo knew that such an incident, if true, must be isolated. And a good teacher should be able to handle that diplomatically.
Likely Questions from Chapter Two
- Q: Why did Mr. Bepo decide to leave Stardom Schools?
A: He decided to leave because the pressure to relocate to the UK had strained his marriage. - Q: What nickname did Mr. Bepo earn during his career?
A: He was nicknamed “The Lekki Headmaster” because of his empathetic leadership and conflict resolution skills. - Q: What job has Mr. Bepo secured in the UK?
A: He secured a teaching position in the UK. - Q: How did Mr. Audu react to Mr. Bepo’s reluctance to relocate?
A: Mr. Audu mocked him, joking about taking Bepo’s wife as his own and seizing the opportunity. - Q: What was Mr. Bepo’s initial plan for retirement?
A: He planned to retire at 55, start a business, and possibly establish his own school. - Q: Why does Mr. Oyelana believe Bepo’s salary in the UK might not be as advantageous?
A: He argues that Bepo would spend his salary in pounds, reducing its value compared to its naira equivalent. - Q: What does Mr. Bepo think about starting small businesses?
A: He believes in starting small but is cautious about socioeconomic challenges, as seen in his past failed business. - Q: Why does Bepo hesitate to pursue entrepreneurship immediately?
A: He lacks sufficient capital and is focused on his family’s immediate needs. - Q: What types of businesses does Mr. Bepo consider?
A: He considers farming, sachet water production, transportation, and establishing a school. - Q: Why does Bepo see transportation as a viable business?
A: It generates income immediately, unlike farming or retail businesses that require waiting periods. - Q: What does Mr. Bepo’s reluctance to leave Stardom Schools reveal about his character?
A: It highlights his dedication to his students and his struggle between personal passion and family obligations. - Q: How does the nickname “The Lekki Headmaster” reflect Bepo’s leadership style?
A: It emphasizes his humanistic approach and his ability to resolve conflicts empathetically. - Q: What role do financial considerations play in Bepo’s decision-making?
A: Financial benefits are significant but not enough to overshadow his emotional attachment to Stardom Schools. - Q: How does Bepo’s failed business venture influence his views on entrepreneurship?
A: It makes him cautious about starting another business without thorough planning and adequate capital. - Q: What does Mr. Audu’s humor add to the narrative?
A: It provides comic relief and highlights the differing perspectives among the staff. - Q: Why does Bepo view teaching as his calling?
A: He is passionate about molding young minds and believes education can shape the future. - Q: What societal issue is reflected in the staff’s reaction to Bepo’s relocation?
A: It reflects the widespread desire among Nigerians to seek better opportunities abroad. - Q: How does Bepo balance his personal dreams with family priorities?
A: He sacrifices his professional ambitions to prioritize his family’s unity and well-being. - Q: What challenges does Bepo anticipate in the UK?
A: He foresees adapting to a new environment and dealing with cultural differences in the education system. - Q: How does the chapter reflect the theme of sacrifice?
A: Bepo sacrifices his dreams and career satisfaction for his family’s happiness and stability. - Q: What does Bepo’s internal conflict teach about leadership and personal responsibility?
A: It shows that leadership involves making difficult decisions that balance personal and professional responsibilities. - Q: How does the staff’s perspective differ from Bepo’s regarding relocation?
A: The staff views relocation as a financial blessing, while Bepo sees it as a painful departure from his passion and students. - Q: What lessons can entrepreneurs learn from Bepo’s failed venture?
A: Entrepreneurs must consider socioeconomic factors, location, and long-term sustainability before starting a business. - Q: How does the chapter illustrate the impact of brain drain?
A: It highlights how talented professionals like Bepo leave developing nations to contribute to developed countries.
The Lekki Headmaster Chapter Three
Bepo finally decided to relocate and began listening to stories from those who had moved abroad before him. He was already aware that salaries in other countries could be paid hourly, daily, weekly, or monthly—unlike in Nigeria, where fixed monthly salaries were the norm. He preferred the hourly system, which allowed employees to switch jobs more easily and enabled employers to closely monitor performance. This system, he believed, countered the Yoruba saying that translates to, “Whether the employer makes a profit or not, the worker still takes his full pay.” To him, this was one of the reasons why other nations had progressed.
He heard that one could earn between $150 and $250 per day, potentially reaching $2,400 per month—an amount significantly higher than the N1,600 many Nigerians earn daily. He also realized that skilled jobs provided the best opportunities for those relocating. Healthcare professionals, including nurses and doctors, were migrating in large numbers—about 1,000 out of the country’s 3,000 doctors leaving annually. Many graduates were also leaving through education visas.
However, not everyone had straightforward means to fund their relocation. Some resorted to questionable methods to finance their “Japa” plans. Bepo recalled Mr. Nku, a staff member at Stardom, who took a N2 million loan from the school’s cooperative and relocated two days later. There was also a school driver who attempted to sell a school bus to cover his son’s college fees abroad.
Sola, a former colleague at Stardom, had relocated to the UK with her husband six months earlier. She reassured Bepo that settling in would be easier since his wife was already there. She explained how many migrant couples had to share responsibilities—one working while the other studied. She and her husband had to sell everything and borrow N4 million to fund their move.
A key reason many people chose the UK was the opportunity for their children to receive quality education. Bepo’s children, Nike and Kike, benefited from free primary and secondary schooling, only paying tuition when Nike entered university. This was in stark contrast to the expensive private education in Nigeria. Additionally, healthcare in the UK was free, especially for children who received regular mandatory checkups.
However, not all relocation stories had happy endings. Jare, a former banker, broke down in tears when he found himself caring for an elderly couple in London. Hope, an accountant who secured a Master’s admission in the UK, depended on his wife for financial support. However, after a few months, she stopped supporting him, leaving him to struggle on his own. These stories made Bepo reflect on how people experience life’s challenges differently. He recalled an Idoma proverb about how both sugarcane and bitter leaf receive the same rain but develop vastly different tastes.
Another major decision for migrants was whether to bring relatives from Nigeria. Some, like Riike, actively sponsored family members—she had invited two of her sisters to the US. Others, however, were not ready to take on such a responsibility.
The Lekki Headmaster Chapter four
In the dead of night, Bepo, a school principal in Lagos, receives a distress call from a troubled parent, Mrs. Ignatius. Her husband, Ibe, has stormed out of the house, unwilling to accept that one of their three children is not biologically his. Their planned relocation to the UK was shattered when a DNA test exposed the truth, leading to visa denial and a crumbling marriage.
Ibe, an oil firm manager, was eager to escape Nigeria’s failing system for a better future abroad. His wife, already skilled in tailoring and hairdressing, saw the economic opportunities awaiting her in the UK. But now, with a paternity scandal looming over them, their dream had turned into a nightmare. Their son, Iyi, had started questioning why their visa application was rejected, hinting at an unsettling suspicion.
Meanwhile, Bepo, exhausted from personal entanglements with parents like Mrs. Ignatius, reflects on his time at Stardom School. As an experienced educator, he understands the complexities of managing an elite institution—handling demanding parents, entitled students, and school politics. He hopes that his next role in the UK will offer a fresh start, away from these emotional burdens.
On a different front, another drama unfolds in the home of Mrs. Ladele. Her young daughter, Bibi, wakes up screaming in terror from a nightmare about her school’s government teacher, Mr. Ayesoro. His deep tribal marks had always terrified her, earning him the cruel nickname “Mr. Wala” among students. Concerned about losing one of its high-profile families, the school administration quickly transfers Mr. Ayesoro to another branch, ensuring Bibi and her siblings remain at Stardom.
These intertwined stories reveal the intricate challenges of school administration, personal relationships, and societal expectations. In a world where education meets personal lives, the drama never truly ends.
The Lekki Headmaster Chapter Five
The school hallways buzzed with excitement as students enjoyed their long break. At both the primary and secondary sections, children took every chance to play, even though it was time to eat. Meanwhile, Principal Bepo and the teachers on duty patrolled the premises to ensure safety, remembering past incidents where students had suffered injuries.
In her office, Mrs. Ibidun Gloss had just finished her lunch. She retreated into a small, hidden room—her secret escape for much-needed rest. Only a few people knew about this space, but no one truly understood why she needed it. For over 30 years, she had battled a painful condition affecting her lower back, making prolonged sitting unbearable. Despite seeking medical help both locally and abroad, as well as trying spiritual and traditional remedies, nothing worked. She had no choice but to live with the discomfort.
That day, however, she decided to step outside and take a walk—a decision that would lead her to a startling discovery.
On a whim, the Managing Director (MD) decided to inspect a piece of land the school had purchased two years earlier. Located just five minutes from the back gate, the property was still fenced but had become something unexpected—a parking lot.
As she arrived, she noticed numerous cars parked there—Toyotas, Hyundais, Venzas, and even a large Toyota SUV known as “Muscle.” Some vehicles bore Stardom School stickers, confirming they belonged to staff members. Two buses, one white and the other painted in Lagos’ signature yellow, were also present.
Confused, she turned to Jombo, the security guard. “Whose cars are these?” she asked, still in shock.
“Our staff park here, Ma,” Jombo responded.
“Which staff?” she pressed further.
“Our teachers and other staff,” he said, his tone implying there was more to the story.
The MD was puzzled. The school already had a designated staff parking area, and she knew exactly who owned cars. Why were these vehicles hidden here?
Her mind raced with concerns. Were her staff engaged in side businesses? Was the school’s money being siphoned? Unable to shake off her suspicions, she immediately called the principal and the school accountant.
When the accountant arrived, she wasted no time. “What is happening in this school?” she demanded.
“Great things, Madam—” he began, but she cut him off. “This is not a motivational session! How safe is our money?”
She pointed to the cars. “Where are teachers, storekeepers, and gardeners getting the money to buy these vehicles? When did this happen?”
Realizing her growing frustration, Principal Bepo stepped in. He assured her that the school’s finances were intact and explained that many staff members had purchased cars through personal savings and loans. However, the majority had received financial support from the school’s cooperative society.
The MD was taken aback. How much money did the cooperative have to fund so many car purchases?
“How much is in the Stardom Cooperative Society’s account?” she asked.
The response shocked her—N95 million in savings, with over N50 million already loaned out. The realization sent a wave of panic through her. What if the staff decided to leave and start their own school with these funds? Would they take Stardom’s values and brand identity with them?
Wasting no time, she called an emergency meeting of the board of directors, which was composed entirely of family members. Her mother, Chief Mrs. Solape Bayo, served as the chairman, while her two brothers, Martins and Oye Bayo, were the non-executive director and board secretary, respectively.
Chief Bayo voiced the family’s shared concern: “It’s like hanging a snake in the roof and going to bed. What if the staff rebels and opens their own school?”
To prevent this potential threat, the board swiftly imposed strict new policies:
- No staff member could borrow more than N250,000.
- All loan requests required the MD’s approval.
- The management had to be informed of cooperative elections.
With these changes, they sought to maintain control over the school’s financial future and prevent any internal power shifts.
