PRINCIPALS’ LEADERSHIP PRACTICES AND INSTRUCTIONAL EFFECTIVENESS IN SENIOR SECONDARY SCHOOLS IN ILORIN SOUTH LOCAL GOVERNMENT, KWARA STATE, NIGERIA
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Date
2025
Journal Title
Journal ISSN
Volume Title
Publisher
Kwasu International Journal of Educational Management and Leadership (KIJEMAL)
Abstract
This study investigated the principals’ leadership practices and instructional effectiveness in senior
secondary schools in Ilorin South Local Government, Kwara State. The study was driven by the
persistent concern over declining academic performance and the central role of school leadership in
improving instructional quality. A descriptive survey design of correlational types was adopted for the
study. The population comprised of 59 senior secondary schools and 20 schools were sampled
purposively to ensure more detailed and maintaining quality of data analysis. Whereby, five teachers
each were selected as samples for the study totaling 100 respondents. Data was collected and
administered through a structured questionnaire titled Principals’ Leadership Practices and
Instructional Effectiveness Questionnaire (PLPIEQ). The instrument, comprising 30 items,
demonstrated a high reliability coefficient of 0.95. Descriptive statistics of mean and standard
deviation were used to answer the research questions on the prevalence of leadership practices
among principals while inferential statistics was used to test the hypothesis using the Pearson
Product-Moment Correlation Coefficient (PPMC) to examine the relationship between leadership
practices and instructional effectiveness. The results showed that there is a significant relationship
between principals’ leadership practices and instructional effectiveness in senior secondary school in
Ilorin-south, Kwara state (r = 0.68, p= 0.000 @ 0.05 level of significance).
The findings revealed that principals’ leadership practices had a significant relationship with
instructional effectiveness in senior secondary schools in Ilorin South Local Government of Kwara
State. In conclusion, principals who adopt strong leadership practices positively influence teaching
quality, teacher morale, and overall student academic performance which remains critical for driving
better instructional outcomes in schools. It was recommended that Principals should prioritize
regular professional development workshops for teachers, ensuring they remain updated with current
pedagogical methods to boost instructional effectiveness in senior secondary schools, Ilorin south
Local Government, Kwara state.