Bada, H.A.
2 Publications in AERD
Author Publications
Export PDFTeachers' perception of principals' instructional leadership practices in Nigeria
By Bada, H.A.
This study investigates teachers' perception of their school leaders, in particular, principals' instructional leadership practices, and tests whether teachers' perception varies across gender. A version of the Hallinger and Murphy [35] Principal Instructional Management Rating Scale (PIMRS) was employed and administered to 389 secondary school teachers in the North-Central geopolitical zone of Nigeria. The descriptive statistics show that there is a reasonable level of engagement of Nigerian school principals with the three dimensions of PIMRS. Specifically, “defining school mission” was rated highest, while “developing a positive school learning climate” has the lowest rating. This means that teachers perceive defining school mission as the greatest instructional leadership behaviour of the principals. Similarly, there appears to be significant differences between male and female teachers' perceptions of principal's instructional leadership behaviour among the principals. This difference occurs for “Managing the instructional program”. This study adds to the understanding of instructional leadership practices in Nigeria, which have been rarely explored. Copyright © 2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License
The Effectiveness of Teachers in Nigerian Secondary Schools: The Role of Instructional Leadership of Principals
By Bada, H.A.
This study investigates the impact of principals’ instructional leadership practices on secondary school teachers’ effectiveness in the North Central Geo-Political Zone of Nigeria. To answer the research question of the study, the Principal Instructional Management Rating Scale (PIMRS) and the Virgilio Teacher Behaviour Inventory (VTBI) were administered to 389 teachers in 18 public secondary schools. The results indicate that instructional leadership, in terms of defining school mission; managing instructional programs; and developing a positive school learning climate, are significantly and positively associated with teachers’ effectiveness. Therefore, stakeholders in the education sector can make informed decisions and interventions to enhance teachers’ effectiveness through the principals for desirable learning outcomes. Similarly, school principals should focus more on instructional leadership practices that relate to teaching and learning in order to improve teachers’ effectiveness. This study adds to the existing knowledge on factors that determine teachers’ effectiveness in Africa, in particular, in Nigeria. © 2020 Informa UK Limited, trading as Taylor & Francis Group.
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