This is a comprehensive summary of the Lekki Headmaster by Kabir Alabi Garba, the 2025/2026 UTME text which is designed for all JAMB candidates to read. Even if you do not read the novel itself, this summary effectively points out all the details, both minor and major, of each chapter. The essence is to give you all the information you might have missed reading summaries of this same book from other sources.
ExamClass understands how important this book is to every JAMB student. And for that reason, we have worked tirelessly to provide you with everything you need to know about this book.
We have provided the chapter by chapter PDF of the whole novel, we have also given you the comprehensive names of the characters and their roles in the book. This website also shares the settings, protagonists, antagonists, themes and moral lessons from the book.
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Author Name
Kabir Alabi Garba
Characters in the Novel
1. Bepo (Adewale Adebepo) – Principal of Stardom Schools
2. Mrs. Ibidun Gloss – Managing Director (MD) of Stardom Schools
3. Mr. Jeremi Amos – Accountant at Stardom Schools
4. Mrs. Grace Apeh – Vice Principal of Stardom Schools
5. Mr. Audu – Teacher at Stardom Schools
6. Mr. Ibe – Games Master and referee for the farewell novelty match
7. Mrs. Ignatius – Wife of Mr. Ignatius, mother of Favour
8. Mr. Ibe Ignatius – Husband of Mrs. Ignatius, father of Favour
9. Mr. Ayesoro – Government Teacher at Stardom Schools
10. Mrs. Mary Ladele – Parent of students at Stardom Schools
11. Mr. Fafore – English Teacher at Stardom Schools.
12. Mr. Ogo – Parent of a student at Fruitful Future School
13. Tai – Passport agent
14. Chief David Aje – Founder of Stardom Schools, father of Mrs. Ibidun Gloss
15. Mr. Guta – Parent of two students at Stardom Schools
16. Tosh – Student at Stardom Schools
17. Jide – Grandchild of Bepo’s landlord.
18. Kemi – Grandchild of Bepo’s landlord
19. White Airline Official – Airline staff at the airport
20. Security Personnel at the Airport – Airport staff
21. Director (at Beesway Group of Schools) –Director of Beesway Group of Schools
22. Mr. Egi Meko – Director at Beesway Group of Schools
23. Immigration Officer in Ibadan – Immigration official at the passport office in Ibadan
24. NIN Officer – National Identity Number official.
25. White Man in Bepo’s Dream – Character in Bepo’s dream
26. Mr. Alabi – Author of The Lekki Headmaster
Chapter By Chapter Summary of Lekki Headmaster
Chapter One: Dusk
The story begins with an unusual scene at the school assembly. The principal, Mr. Bepo Adewale, walks to the podium looking distressed and disoriented. Unlike his usual charismatic self, he is visibly off, and his trademark smile is absent. Instead of addressing the students, he stares blankly ahead and begins to cry uncontrollably. His attempts to speak fail, and he becomes so overwhelmed with emotion that he hides his face in his hands. The Vice Principal, Mrs. Grace Apeh, is the first to approach him, asking what is wrong, but the principal does not respond. Teachers and staff try to comfort him, but he remains inconsolable.
The situation raises concern among the staff, and some parents quickly hear about the incident, causing further anxiety. Mrs. Apeh calls for the Managing Director (MD), Mrs. Ibidun Gloss, to come to the school. The MD, after arriving, tries to understand the cause of Mr. Bepo’s distress, but he only mutters that he will be “alright” without explaining. Despite attempts by his colleagues to support him, the principal remains overwhelmed by his emotions, causing even more speculation among staff and parents.
The chapter reveals that the school had recently lowered its boarding fees, which led to an increase in student enrollment, and the principal’s absence from the assembly is a stark contrast to his usual energetic presence. The chapter ends with a sense of mystery surrounding Mr. Bepo’s emotional breakdown.
Chapter Two: The Enticement
After several days of attempts to understand the source of Mr. Bepo’s distress, it is revealed that he is planning to leave Nigeria for the United Kingdom. The pressure from his family, especially his wife, had become too much to ignore. His marriage was strained, and his wife had already relocated to the UK with their children. Despite his love for the school and his students, Bepo felt that he had no choice but to join his family. He had already secured a teaching job in the UK, which promised a better future for his family.
The chapter delves into Mr. Bepo’s past at Stardom Schools, where he had worked for over two decades. He had been known as the “Lekki Headmaster” during his time as Headmaster at Stardom Kiddies and had a reputation for resolving conflicts and fostering a positive environment. His decision to leave, despite his success at Stardom, is seen by some colleagues as foolish, especially when considering the financial rewards awaiting him in the UK. His salary in Nigeria was a mere N400,000, while in the UK, he would earn nearly six times that amount in British pounds.
Mr. Bepo had long been considering a life outside education, imagining a future where he could venture into entrepreneurship. He had thought about starting his own business, such as a school, but lacked the capital. He also considered other ventures like farming or commercial transportation. However, with the pressure from his wife and the opportunity to work in the UK, these dreams were put on hold.
Despite the substantial financial benefits of relocating, Bepo struggled with leaving behind his passion for teaching and the students at Stardom. This inner conflict forms the core of the chapter.
Chapter Three: Migration Tales
Mr. Bepo’s decision to relocate to the UK is now final. He becomes more interested in stories of migration to developed countries like the UK, USA, and Canada. He is particularly intrigued by the concept of hourly wages, which contrasts with the fixed salaries common in Nigeria. He is excited by the flexibility this system offers, which would allow him to work different jobs and earn more money.
Bepo learns from a friend in the USA that one can earn between $150 and $250 per day, depending on the job and location. With this information, he calculates that if he worked four days a week, he could earn up to $2,400 a month, a significant amount when converted to Nigerian Naira. He also hears stories of Nigerians who earn even more, especially in skilled professions.
The chapter explores the larger trend of Nigerians migrating abroad for better opportunities, particularly in fields like healthcare and education. Bepo is motivated by the potential for financial stability and a better life for his family. He also considers the education system in the UK, which offers free primary and secondary education and affordable higher education. This is a stark contrast to the struggles many parents face in Nigeria, where education fees are often prohibitively expensive.
Through conversations with Sola, a former teacher at Stardom who had already relocated to the UK, Bepo learns about the realities of life in the UK. Sola reassures him that his relocation will be easier because his wife is already established in the UK and he will not have the burden of paying school fees for his children. However, she also shares the challenges they faced in adjusting to life in a new country, including the financial pressures of living in a place with a high cost of living.
The chapter ends with Bepo feeling more confident about his decision, but also aware of the challenges that lie ahead. He reflects on the stories of those who have migrated, both the successes and the struggles, and understands that life abroad is not without its difficulties. The chapter highlights the allure of the UK as a land of opportunity but also the realities that come with it.
Chapter Four: A Case of Visa Denied
Mr. Bepo is disturbed by a late-night phone call from Mrs. Ignatius, a parent at the school. She has been one of those parents who have overstepped boundaries, sharing personal issues with him. On this occasion, she calls at 1:55 a.m. to discuss a family crisis — her husband, Ibe Ignatius, is refusing to believe that their daughter, Favour, is his biological child after a DNA test, which the family had to take as part of their visa application. This revelation led to their visa being denied. Mrs. Ignatius is desperate and fears her husband may never return home after their heated discussion about the situation. Bepo listens in silence, reflecting on the awkwardness of this personal matter and wondering how he got involved in such a personal relationship with the family.
Bepo’s reflection on the case of the Ignatius family is juxtaposed with his own thoughts about his imminent relocation to the UK. He hopes to leave behind the stress of such situations. He also reminisces about his experiences at Stardom School, which he feels would make for interesting material for a book in the future. He contemplates how parents’ behaviors affect the management of an elite school like Stardom, with some being considerate and others making demands that complicate his role as the principal.
Chapter Five: Snake in the Roof
The chapter begins with a lively break at Stardom Schools, with students and staff enjoying their time. Mrs. Ibidun Gloss, the MD of the school, retreats to a secret room to rest, as she deals with a chronic health issue that causes her discomfort when sitting for long periods. This is a well-kept secret, and only a few people in the school are aware of it. After a brief rest, Mrs. Gloss decides to inspect a property that Stardom acquired years ago. Upon visiting the site, she is surprised to find that several cars, some new and others older models, are parked there, all with Stardom School stickers. This discovery raises suspicions for Mrs. Gloss about how some staff members could afford such cars, especially given the school’s financial constraints.
She calls Bepo and the school accountant to investigate the matter, fearing that there might be some financial mismanagement or theft. When they meet at the property, Bepo and the accountant explain that many staff members had taken out loans from the school’s cooperative, which was responsible for financing some of the cars. However, the revelation raises further concerns about the size and control of the cooperative’s finances. The board of directors, including Mrs. Gloss’ family members, decides to impose stricter regulations on the cooperative, limiting loan amounts and requiring management approval for any loan requests.
Chapter Six: Ade as Well as Jide COMES vs. COME
The chapter focuses on the tension surrounding the school’s “Open Day,” a day when parents meet with teachers to discuss their children’s academic progress. While the event is a source of pride for many teachers, it can also be a day of tension as parents bring their complaints, especially about issues related to their children’s performance and behavior. Bepo recalls a particular incident where Mrs. Ibidun Gloss, the MD, summoned him to her office to discuss an issue with one of the English teachers, Mr. Fafore.
Mr. Fafore, who has been teaching English at Stardom for several years, faces a crisis when a parent, Mr. Guta, complains about a grammatical error in his students’ notebooks. The error in question is a sentence where Mr. Fafore used “comes” instead of “come” in a sentence about two students, Ade and Jide. Mrs. Gloss, in her frustration, insists that Mr. Fafore’s teaching is inadequate and that he must be fired.
Bepo, however, disagrees with Mrs. Gloss and defends Mr. Fafore’s use of grammar. He explains that the sentence was grammatically correct, based on a specific rule for using “as well as” with singular verbs. Despite the tension, Bepo stands by his decision to support the teacher, but Mrs. Gloss remains determined to let him go. The situation becomes even more awkward when it is revealed that the principal and Mr. Fafore were correct, and the MD had made a mistake.
The chapter ends on a lighter note when Mr. Audu, a colleague, diffuses the tension with humor. He humorously “pardons” Mrs. Gloss for her mistake, and the staff members share a laugh, easing the pressure from the earlier confrontation. The chapter highlights the challenges of leadership, the pressure from parents, and the dynamics between the school’s management and its teachers.
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