Twenty-sixth International Conference on Learning

Abstract

The quality of instructional leadership provided by the principal determines the quality and standards of academic activities and students learning outcomes. This study explores the influence of three selected variables on administrative effectiveness of principals in provision of instructional leadership in secondary schools. It is a descriptive survey research covering public secondary schools in Edo State, Nigeria. The sample of the study comprised 60 principals and 260 teachers drawn from 60 secondary schools in eight local government areas of Edo State. Four research questions were asked and four hypotheses were formulated and tested at 0.05 significant level. Version 22 of the Statistical Package of Social Science was employed in data analysis. The results showed that female principals were more administratively effective in instructional leadership than male principals in areas such as setting high standards of expectation for students, constantly monitoring students learning, prompt preparation of time table prior to resumption, regular classroom visitation and providing feedback to teachers, monitoring teachers class attendance and movement during school hours. Male principals were more effective in encouraging innovations among teachers and involving teachers in academic decision making. The results for multiple regression analysis showed that F (df 3, 259) = 3.063, p = 0.03 >0.05 level of significance. Therefore, there was a significant relationship between location, size of school and gender and instruction leadership of principals