The conditions and situation of the physical and infrastructural facilities in the primary schools had marred the attainment of the goal of education for all. The present Primary Education Commission (UPEC) 1999/91 survey indicated that approximately 4.9% of Nigerian primary school have no building, while the survey equally shows that the is a short fall of 64.2% in pupils furniture and 62.5% in teachers' and non teaching furniture, nationwide. It also stressed further that equipment for teaching sciences, sports, Home Economics creative Arts were lacking in majority of the Primary Schools. Moreover, the above situations seem not to have improved in the recent times. Many of the primary school buildings are dilapidated, displaying no window panes or Shutters, no ceilings, plaster peel offs, broken floors and leaking roofs. Poor as these structures are, they are not even adequate and thus two or more streams have to use the same dilapidated class in many cases. This has resulted into overcrowded classrooms with serious implications for teaching and learning in the primary schools in Nigeria. It is against this backdrop that this paper examines the role of head teacher in improvisation and maintenance of school plants in primary schools.