EVALUATION OF INSTRUCTIONAL LEADERSHIP PRACTICES OF PRINCIPALS IN NIGERIAN SECONDARY SCHOOLS

Simple item page
dc.contributor.authorENSLEY, DUBI NJIDDA
dc.date.accessioned2015-03-19T10:13:44Z
dc.date.available2015-03-19T10:13:44Z
dc.date.issued2014-05
dc.descriptionIN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF DOCTOR OF PHILOSOPHY IN EDUCATIONAL ADMINISTRATION AND PLANNING, DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND CURRICULUM, FACULTY OF EDUCATION, AHMADU BELLO UNIVERSITY, ZARIA MAY, 2014en_US
dc.description.abstractThis 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. xviii OPERATIONAL DEFINITION OF TERMS Instructional leadership: This is a particular form of leadership that emphasises the improvement or promotion of teaching and learning in the school system. It involves setting goals, allocating resources, managing the curriculum, monitoring lesson plans, evaluating teachers, and facilitating academic activities. It also refers to the knowledge and skills principals possess to effectively support academic programmes or anything principals do to improve teaching and learning. Evaluation: It is a process through which performances are assessed or appraised to determine progress in teaching and learning.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/6277
dc.language.isoenen_US
dc.subjectii EVALUATION,en_US
dc.subjectINSTRUCTIONAL,en_US
dc.subjectLEADERSHIP PRACTICES,en_US
dc.subjectPRINCIPALS,en_US
dc.subjectNIGERIAN,en_US
dc.subjectSECONDARY SCHOOLS.en_US
dc.titleEVALUATION OF INSTRUCTIONAL LEADERSHIP PRACTICES OF PRINCIPALS IN NIGERIAN SECONDARY SCHOOLSen_US
dc.typeThesisen_US
Files
Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
EVALUATION OF INSTRUCTIONAL LEADERSHIP PRACTICES OF PRINCIPALS IN NIGERIAN SECONDARY SCHOOLS.pdf
Size:
1.22 MB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.58 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
EDUCATION