ABSTRACT
This study focused on “Evaluation of Instructional Leadership Practices
of Principals in Nigerian Secondary Schools”. The study was specifically
interested in finding out the instructional leadership roles played by
secondary school principals in Nigeria. In other words, the study evaluated the
opinions of Teachers, Ministry of Education Officials and principals in respect
of principals‟ instructional leadership practices in Nigerian secondary
schools. The mass failure in examinations, non-coverage of school syllabus,
wastage in human and material resources teacher incompetence, examination
malpractice, absenteeism and so on were assumed or alleged to be the result of
inability of principals to effectively play their instructional leadership
responsibilities in their schools. The critical areas examined were curriculum
implementation, instructional supervision, staff development, provision and
utilization of instructional materials, motivation, maintenance of school
physical facilities, institutional planning of academic programmes, delegation
of authority and communication network. Nine hypotheses were formulated to find
out the significant differences in the opinions of the three groups of
respondents. The researcher reviewed relevant literature to establish the
theoretical bases for the study. The descriptive and survey methods were
adopted for investigations and data collection. Through stratified random
sampling technique, twelve states in the six geo-political zones of Nigeria
were selected for the study. One thousand, two hundred (1,200) respondents
comprising of 960 Teachers, 96 Ministry of Education Officials and 144
Principals were selected as samples. Out of the 1,200 copies of questionnaire
designed and administered by the researcher, 900 were filled and returned. The
questionnaire as the basic instrument was vetted by experts in Educational
Administration and Planning and statisticians and was also subjected to pilot
study in Taraba State Secondary Schools. The One Way Analysis of Variance
(ANOVA) and Scheffe‟s Post-Hoc test were used to test the null hypotheses. Five
out of nine hypotheses were accepted while four were rejected. The four
rejected hypotheses were subjected to Scheffe‟s post-hoc test to determine the
extent of significant differences in the respondents‟ opinions. The major
finding of the research indicated that the instructional leadership role
performed by principals showed high level of instructional leadership
responsibilities in curriculum implementation, instructional supervision,
maintenance of school facilities, delegation of authority and communication
network. Furthermore, the study also revealed that principals of secondary
schools in Nigeria did not adequately give attention to staff development,
provision of school instructional materials . motivation of staff and students
and planning of school programmes.. The study also revealed that
extra-curricular activities such as sports, clubs, debate and so on were not
encouraged and promoted by secondary schools principals in Nigeria.
Recommendations such as the need to get firm grip of the school curriculum in
order to offer useful advice and assistance to teachers, and the need to
develop various motivational techniques such as honours, praise, involving
teachers in decision making, open door policy etc and the need to engage staff
in several staff development programmes to constantly upgrade their knowledge
and skills were offered. Finally, suggestions were also made for further
research in the area of improvement in teaching and learning in secondary
schools in Nigeria.
Department | Education |
Project ID Code | EDU0505 |
Chapters | 5 Chapters |
No of Pages | 235 pages |
Methodology | Null |
Reference | YES |
Format | Microsoft Word |
Price | ₦5500, $ |
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Contact Us On | +2349067372103 |
Contact Us On | +2349094562208 |
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