The Lekki Headmaster Chapter Five, Summary and Likely Questions, pdf download

The Lekki Headmaster Chapter Five: Snake in the Roof
Summary of Chapter Five: Long Break
Characters and Their Roles
Themes
Tone
Figurative Expressions and Their Meanings
Words and Their Meanings
25 Likely Questions and Answers

The Lekki Headmaster Chapter Five: Snake in the Roof

Long Break. Joyful sounds of pupils at every corridor. At the primary and secondary sections, the children never missed the opportunity to play despite the fact that it was time to eat. It was also a time when Principal Bepo and Teachers on Duty moved round to ensure there was no dangerous play, as one or two students had had an arm or the other broken in the past. Mrs. Ibidun Gloss had just uploaded her lunch. She escaped into a room in her spacious office for a little rest. This get away was a top secret very few people knew in the academic community of about 1,500 folks, comprising students and staff. Yet, if the privileged few knew she had time out in any room, none really understood why. They never knew the health condition that plagued her buttocks, leaving her with a peppery pain whenever she sat for long. She had been to doctors within and outside the country. She had, in the course of over 30 years living with the condition, explored spiritual and traditional interventions: all to no avail. She, therefore, learned to live with it, especially as it did not immobilise her.

Minutes after, she chose to alter her schedule a little by taking a walk around the surrounding. And she, in the end, thanked her stars that she did.

The MD decided, a little instinctively, to exploit the opportunity to inspect a piece of land that Stardom acquired two years before. That was some five minutes away from the back gate of the school. As she approached the gate, the two security men manning it stood at attention, with one hurriedly opening it as she gestured them to do. Both made a move to accompany her out, but she asked one of them to remain at their duty post.

On getting to her destination, she found out that, although the property remained fenced as the management had left it, about a half of the three plots were filled with cars of different brands. They were not new, but it was obvious to the Stardom’s big woman that they were in use, and that some people were using the place as a park.

Our staff park here, Ma,” the guard, Jombo, said to save the MD from puzzle.

Which staff?” She asked as she could not hide her shock.”

“Our teachers and other staff.”

She was confused the more because she knew there was a staff’s car park in the school and she, like almost everyone else, knew who had cars and who did not.

“Ma, it is not everyone that brings their cars into the school,” Jombo said in a tone that meant more than he uttered.

The MD took time to inspect the rides, wanting to know who owned them. Jombo was right because many of the cars bore Stardom Schools stickers. So, many of her staff were hiding their cars from management, she thought. She saw different brands and models, including Toyota, Hyundai, Venza and Mazda. She even saw the big Toyota some drivers called Muscle. The MD skipped a breath and shook her head self-pityingly. There were even two buses at the far right of the park. One was white, while the other wore the ubiquitous Lagos’ yellow colour. Were some people cheating on her by engaging in public transportation? She felt more anger mixed with fear run through her system. She summoned the principal and school accountant via a phone call.

Too bad for her and too bad for the school, she thought. Something must be wrong The school’s purse must be leaking. How were the teachers getting money to buy those kinds of cars? She further thought as she surveyed the park again.

“Afternoon, Madam,” the accountant said as he arrived. “Accountant, what is happening in this school?” the MD asked.

“Great things, Madam…”

“Accountant, I didn’t call you for a motivational speech. What is happening? How safe is this school? How safe is our money?”

Before the accountant, who could no more hide his confusion, could say anything further, the MD added: “Where are all these monies coming from? Where are teachers and storekeepers and every gardener getting the money to buy these cars? When did this happen? How did this happen to us?”

Jeremi Amos – the accountant – now understood his boss’ fear. She thought people were stealing to buy cars. He and the principal, who had also arrived at the scene, exchanged glances. It was an understanding that the latter should speak. Mr. Bepo, therefore, first ordered Jombo to go back to school.

By this time, the fear was quite palpable all over the MD’s face. For the first time in a long while, she sweated profusely. “Ma, please let’s
go to the office.” Bepo said.

In the MD’s office, the accountant and the principal assured her that the school’s finances were intact. He noted that while some of the teachers had raised money for their cars through various personal means, including loans, the main source of financial strength for about half of those who owned the 17 vehicles was the school cooperative. According to the two principal officers, a good number of the members of staff were taking loans, which they had also been duly paying back; after all, the loans were being deducted from source.

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Yet, if the information did calm the MD down, it also raised another major question. How fat was the cooperative’s purse that it guaranteed those she saw as
every Tom, Dick and Harry a choice car?

And, perhaps inadvertently, that was the way she asked the question.

“How much is in the account of the Stardom Cooperative Society that it could buy every fool the car of his or her choice?”

The word ‘fool’ hit the two men like a thunderbolt. They did not find it funny all. They again exchanged glances but managed to maintain their cool. Bepo was happy that neither the VP nor the Physics Teacher was at the meeting. Neither might have been able to stay so mute in the circumstance based on their extroverted profiles.

The following day, she called a meeting of the board of directors-all members of the same family: the chairman, Chief Mrs. Solape Bayo, who was the MD’s mother; Martins Bayo, a non-executive director; and Oye Bayo, the last born, who was the board’s secretary. Not willing to take any chances, the MD asked for details of the cooperative society’s account from the accountant and the principal. In the purse was N95 million, while over N50 million had been loaned out.

“It’s like hanging a snake in the roof and going to bed,” Chief Bayo said. “What if the staff rebel and jointly establish their own school with the money? They would have stolen our brand ideals and every other thing about us.”

The board weighed the threat and unanimously reached a decision, which guided the cooperative ever since: no staff member could borrow more than N250,000. Also, all loan requests had to be approved by the MD, and the management must be duly informed about the cooperative’s elections.

Summary of Chapter Five: Long Break

In this chapter, the vibrant sounds of students playing during a break set the scene for an unexpected discovery by Mrs. Ibidun Gloss, the Managing Director (MD) of Stardom Schools. While inspecting a piece of land owned by the school, she discovers that several staff members are using it as a car park. Shocked by the number and luxury of the vehicles—many bearing the school’s stickers—she becomes suspicious that staff might be embezzling school funds to afford such cars.

The MD summons the principal, Mr. Bepo, and the school accountant, Jeremi Amos, to explain the situation. They assure her that the school’s finances are intact and attribute the car purchases to loans from the staff cooperative society. The cooperative, they reveal, has a significant purse of N95 million, with over N50 million loaned out to members.

The revelation unsettles the MD and the school board, who fear the cooperative’s financial independence could lead to rebellion or the establishment of a rival school. In response, the board imposes strict regulations on the cooperative, including a maximum loan limit of N250,000, MD approval for all loans, and management oversight of cooperative elections. This chapter highlights tensions between staff empowerment and management’s control over school resources and operations.

Characters and Their Roles

Mrs. Ibidun Gloss (Managing Director):
The MD of Stardom Schools, who uncovers the hidden car park and becomes concerned about the potential misuse of school resources.
Mr. Bepo (Principal):
The principal, who provides explanations to the MD about the cooperative society and reassures her that school finances are intact.
Jeremi Amos (Accountant):
The school accountant, who supports the principal in clarifying the cooperative’s role in staff car purchases.
Jombo (Security Guard):
A security officer who informs the MD about the car park and its users.
Chief Mrs. Solape Bayo (Chairman):
The MD’s mother and a member of the school’s board of directors, who helps evaluate the potential risks posed by the cooperative.
Martins Bayo (Non-Executive Director):
A member of the board who participates in the decision-making process.
Oye Bayo (Board Secretary):
The youngest member of the board, who also contributes to the deliberations.

Themes

Trust and Suspicion:
The MD’s initial suspicion of embezzlement highlights the delicate balance of trust in organizational management.
Financial Empowerment vs. Control:
The cooperative society’s success in empowering staff members clashes with management’s fear of losing control.
Leadership and Decision-Making:
The board’s response to the perceived threat reflects the challenges of balancing empowerment with organizational stability.
Economic Inequality:
The contrast between staff members’ ability to purchase luxury cars and the MD’s concerns about resource allocation emphasizes disparities within the institution.

Tone

Tense:
The MD’s discovery of the car park creates a sense of urgency and suspicion.
Inquisitive:
The chapter explores the MD’s attempt to uncover the source of the staff’s newfound wealth.
Authoritative:
The tone reflects the MD and the board’s assertive response to the situation.
Reflective:
The principal and accountant reflect on the cooperative’s role and its implications for the school’s management.

Figurative Expressions and Their Meanings

“The school’s purse must be leaking.”
Suggests financial mismanagement or theft within the institution.
“It’s like hanging a snake in the roof and going to bed.”
A metaphor used by Chief Bayo to describe the potential danger of empowering staff with large cooperative loans.
“She skipped a breath and shook her head self-pityingly.”
Describes the MD’s shock and disbelief upon seeing the luxury cars.
“Something must be wrong.”
Indicates the MD’s immediate suspicion of foul play.
“Every Tom, Dick, and Harry a choice car.”
A hyperbolic expression highlighting the MD’s disbelief that even lower-level staff members could afford luxury cars.

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Words and Their Meanings

Instinctively: Acting on natural impulse.
Synonyms: Automatically, intuitively.
Palpable: Easily noticeable or felt.
Synonyms: Tangible, noticeable, evident.
Rebellion: An act of resistance against authority.
Synonyms: Revolt, uprising, insurrection.
Intact: Undamaged or whole.
Synonyms: Unharmed, complete, unbroken.
Empowerment: The process of giving someone more control or power.
Synonyms: Authorization, enablement, autonomy.
Surplus: An excess amount.
Synonyms: Excess, abundance, extra.
Deliberation: Careful consideration before making a decision.
Synonyms: Reflection, contemplation, discussion.
Audit: An official inspection of financial accounts.
Synonyms: Examination, review, inspection.

25 Likely Questions and Answers

Comprehension Questions

Q: What does the MD discover during her inspection?
A: She discovers a hidden car park used by staff, with several luxury cars.
Q: Who informs the MD about the staff parking?
A: Jombo, the security guard.
Q: What is the MD’s initial reaction to the car park?
A: She is shocked and suspicious that staff might be embezzling school funds.
Q: How do the principal and accountant explain the car purchases?
A: They attribute it to loans from the school’s cooperative society.
Q: How much money is in the cooperative’s purse?
A: N95 million, with over N50 million loaned out.
Q: What decision does the board make regarding the cooperative?
A: They impose a maximum loan limit of N250,000 and require MD approval for loans.
Q: What does Chief Bayo fear about the cooperative’s power?
A: She fears staff might rebel and start a rival school.
Q: Why does the MD call a board meeting?
A: To address the potential risks posed by the cooperative’s financial independence.
Q: What types of cars are parked in the hidden lot?
A: Luxury cars like Toyota, Hyundai, Venza, and Mazda, including two buses.
Q: How does the MD feel during the inspection?
A: She feels anger, fear, and suspicion.

Interpretative Questions

Q: What does the cooperative society symbolize in the chapter?
A: It represents staff empowerment but also poses a perceived threat to management control.
Q: Why is the MD concerned about staff affording luxury cars?
A: She fears it could indicate financial mismanagement or dishonesty.
Q: How does the board’s decision reflect their leadership style?
A: It shows a cautious and controlling approach to managing risks.
Q: What role does suspicion play in the chapter?
A: It drives the MD’s actions and the board’s decision-making.
Q: How does the principal’s calm demeanor help in this situation?
A: It reassures the MD and prevents the situation from escalating further.

Critical Thinking Questions

Q: How does the chapter address the balance between empowerment and control?
A: It explores how empowering staff through loans can also create management concerns about authority and loyalty.
Q: Why is the MD’s reaction significant to the story’s theme?
A: It highlights the tension between trust and suspicion in organizational leadership.
Q: What does the board’s decision reveal about their priorities?
A: It shows their focus on protecting the school’s interests and maintaining control.
Q: How might the staff perceive the new loan regulations?
A: They might feel restricted or mistrusted, potentially causing dissatisfaction.
Q: What lessons can be drawn from the MD’s discovery?
A: Effective leadership requires balancing empowerment with oversight to prevent mistrust.

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