Head Teacher’s Instructional Leadership And Teacher’s In Secondary Schools

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Head Teacher’s Instructional Leadership And Teacher’s In Secondary Schools

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This study was carried out to examine head teacher’s instructional leadership and teacher’s in secondary schools using some selected secondary schools in Obio/Akpor Local Government Area, Rivers State as a case study. The study was specifically set to ascertain the role of head teachers towards Supervising and Evaluating Instruction of teachers in secondary schools, find out the role of head teachers towards Motivation for Teachers in secondary schools, and find out the role of head teachers towards teachers professional development in secondary schools. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of head teachers and teachers in some selected secondary schools in Obio/Akpor Local Government Area, Rivers State. In determining the sample size, the researcher conveniently selected 119 respondents while 110 were received and 100 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using mean scores, while the hypotheses was tested using Chi-square statistical tool. The result of the findings reveals that the role of head teachers towards Supervising and Evaluating Instruction of teachers in secondary schools includes: head teacher ensures the classroom objectives, head teacher makes effort with the goals of school, head teacher helps to ensure the working towards the same objectives, and head teacher provide guidance and counseling sessions to foresee problems of teachers. Furthermore, the study showed that the role of head teachers towards teachers professional development in secondary schools includes: head teacher do efforts on aid teacher’s professional development, head teacher encourages new ideas of the teachers, head teacher supports creativity, innovation and practice of new skills, head teacher plans and executes new in-service seminars or teachers training programs for teachers. The study recommends that Head teachers may give proper attention to innovative education at all levels by keeping in check the methods of teaching. The good school culture is impossible to build without such supports from all school stakeholders. This study emphasizes the school head teachers to not only attend but also implement the various trainings and seminars to develop the school. Also, it is important to create trust and good collaboration with teachers. To mention but a few.

Table of Content

  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One

Introduction

1.1 Background of the Study

Leadership and administration both are the procedures characterized as a value-based and shared occasion that perform between the leader and the followers. Leader calls the meetings which accessible for everybody. Leadership identifies with impact on how the heads influence the devotees essentially, subsequently, there is a shared collaboration between the leader and supporters. In addition, leadership includes the gathering’s objective accomplishment where the leaders direct their supporters to accomplish their shared objectives together (Northouse, 2004).

Similarly, educational institutions also run by leadership. The leadership theories apply in educational context. School is an educational institution where the head of the school performs as a leader and teacher are the followers and stakeholders in the institution. The head instructor has a vital role in an educational institution. He/she is obliged to coordinate the instructors and partners keeping in mind the end goal to achieve their shared objectives together. The head instructor can be an image of the shared participation among the teachers, shareholders, and society; the head of the institution needs to develop the good relations with them and he can do a better job in a school with their positive attitude. He needs to act immovably yet insistently with a specific end goal to solve the problems of institutions (Purinton, 2013).

School administration a compelling one, has been a critical basis for school betterment and learners accomplishment (Hariri, Moneypenny, & Pridaux, 2012). Teachers are facilitated in their teaching practices and solve their academic or teaching problems in instructional leadership. Head of the institution encourages the teachers, supporting educators and allowing them to learn new knowledge to meet the academic and social needs of the students. There is fundamental duty of head as an instructional director is to takes an interest in the instructing and learning procedure of the school; inspect the teachers in classrooms and working them to upgrade teaching and learning, setting the school’s objectives, conveying the objectives, directing and assessing instructions, organizing the educational programs, monitor the educational improvement and progress of the students, ensuring instructional time, keeping up high standard, giving impetuses to instructors or teachers, advancing proficient improvement, creating and implementing scholarly standards, and providing motivating forces to learning. The instructional administration considered the head teacher as a leader of the leader (Hallinger, 2008; Hallinger & Murphy, 1987).

Instructional leadership is also referred as “distributed,” and “shared” leadership and this perspective obliges that administration of the school is a considerably more grounded indicator of school improvement and academic change and learners’ accomplishment when authority is circulated extensively over various parts including school heads (Leithwood, 1994).

These days with the progression of knowledge and learning and the emerging innovation, we require diverse kinds of leadership in educational institutions. The current instruction frameworks have a tendency to have set their attention on managing school smooth transport tasks, substitute situation, learners and staff training. The head teacher is answerable of administrative functions and as well as the academic development of the students, and gives proficient help to less experienced staff in issues including lesson improvement and classroom administration (Dowling, 2007).

Many head teachers were playing the traditional roles in the institutions. They do not pay attention to teaching learning activities in schools. The traditional image of the head teachers is not compatible with current needs. Now, it is an ideal opportunity to move and find a way to change this scenario. Broadly, the instructional administration adds to “leadership for instructions” in educational sectors. Its purpose to look at the effect of leadership on the performance of teachers and students achievement. Moreover, this enlightens how the head of the school runs the instructive framework and dedicates to their activities and their allotment of time to educational modules and academic improvement, and administration of institutions with guardians and society (Leonard, 2010).

1.2 Statement of the Problem

It is very important task of today’s head teachers is to be able to adapt to the changing context. Universally, the rapid changes and increased complexity of today’s world present new challenges and put new demands on our education system (Bar-Yam et al., 2002). To align with this notion, head teachers are supposed to guide educators not only to recognise learners’ individuality, but also acknowledge the wider set of relationships with their teachers, peers, families and communities that influence their learning (OECD, 2018). Hickey and Schafer (2011) stated that teachers should be primarily focused on five core aspects of the classroom management which include engagement, curriculum, relationships, development and discipline where school leaders are supposed to make sure of all these works being performed smoothly at the institution.

However, there also exists a counter practice which has been the main concern of this study, as stated by Mestry (2017), that most principals spent more time in tasks unrelated to instructional practice rather they seem to be engaged more in administrative works like building construction; logistic management, public relation maintenance, procuring resources, managing learner discipline, resolving conflicts with parents and dealing with unexpected teacher and learner crises. To add, if observed the scenario in the context of Nepal, as stated by (Rajbhandari, 2015), most schools’ organisational structure is influenced by head teachers’ primarily delegation with the responsibility for schools’ administration and then academic affairs rather than acting as an instructional resource to the team. Resembling the argument with Mestry and Rajbhandari, if this concern is not addressed or studied in depth with appropriate solutions, the primitive model of head teacher leadership found by so far in many schools even today will continue to be the largest factor contributing to high teacher turnover rates on one hand while creating obstacles in achieving educational goals on the other hand.

1.3 Objective of the Study

The general aim of this study is to examine head teacher’s instructional leadership and teacher’s in secondary schools.

To achieve this, the study will specifically:

  1. Ascertain the role of head teachers towards Supervising and Evaluating Instruction of teachers in secondary schools.
  2. Find out the role of head teachers towards Motivation for Teachers in secondary schools.
  3. Find out the role of head teachers towards teachers professional development in secondary schools.

1.4 Research Question

The following questions will guild this study;

  1. What the role of head teachers towards Supervising and Evaluating Instruction of teachers in secondary schools?
  2. What are the role of head teachers towards Motivation for Teachers in secondary schools?
  3. What are the role of head teachers towards teachers professional development in secondary schools?

1.5 Research Hypothesis

  • Ho: There is no significant impact on the role of the head teacher’s instructional leadership towards Supervising and Evaluating Instruction of teachers in secondary schools.
  • Ha: There is a significant impact on the role of the head teacher’s instructional leadership towards Supervising and Evaluating Instruction of teachers in secondary schools.

1.6 Significance of the Study

The present study examined the impact of head teacher’s instructional leadership and teacher’s in secondary schools. First, this study contributes to a knowledge base in the subject of instructional leadership and its impact on teachers’ professional practices which is relatively new and requires more empirical studies especially when the focus is on head teachers not principals.

Secondly, this study would grab the attention of education stakeholders’ and policy makers’ to the major influence of the head teachers in developing teachers’ performance through their instructional practices, this focus will lead to enhancing specific practices that head teachers perform as supervision, feedback, recommending the appropriate professional development workshops, and peer coaching as powerful tools to increase school’s effectiveness.

Thirdly, this study would be very beneficial for teachers to change their perceptions toward head teachers’ role to a leader whose aim is to assist and help them improving the classrooms’ instruction through supervision and meeting their professional development needs.

Finally, this study tries to explore the significant link between an effective school’s instructional leadership system that promote the appropriate healthy learning climate in school, and assisting head teachers in achieving their roles.

1.7 Scope of the Study

The general focus of this study boarders on head teacher’s instructional leadership and teacher’s in secondary schools. However, the study will be delimited to some selected secondary schools in Obio/Akpo Local Government Area, Rivers State.

1.8. Limitations of the Study

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents.

In addition, there was the element of researcher bias. Here, the researcher possessed some biases that may have been reflected in the way the data was collected, the type of people interviewed or sampled, and how the data gathered was interpreted thereafter. The potential for all this to influence the findings and conclusions could not be downplayed.

More so, the findings of this study are limited to the sample population in the study area, hence they may not be suitable for use in comparison to other schools, local governments, states, and other countries in the world.

1.9 Definition of Terms

Instructional Leadership:

Refers to as steps implementation taken by the headmaster aim for drive and improve the teaching and learning process in schools consists of teachers, students, parents, manager and school planner.

1.10 Organization of the Study

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, abnd selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.

Chapter Five

Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on head teacher’s instructional leadership and teacher’s in secondary schools using some selected secondary schools in Obio/Akpor Local Government Area, Rivers State as a case study. The chapter consists of summary of the study, conclusions, and recommendations.

5.2 Summary of the Study

In this study, our focus was to examine head teacher’s instructional leadership and teacher’s in secondary schools using some selected secondary schools in Obio/Akpor Local Government Area, Rivers State as a case study. The study was specifically set to ascertain the role of head teachers towards Supervising and Evaluating Instruction of teachers in secondary schools, find out the role of head teachers towards Motivation for Teachers in secondary schools, and find out the role of head teachers towards teachers professional development in secondary schools.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent are head teachers and teachers in some selected secondary schools in Obio/Akpor Local Government Area, Rivers State.

5.3 Conclusions

In the light of the analysis carried out, the following conclusions were drawn.

  1. The role of head teachers towards Supervising and Evaluating Instruction of teachers in secondary schools includes: head teacher ensures the classroom objectives, head teacher makes effort with the goals of school, head teacher helps to ensure the working towards the same objectives, and head teacher provide guidance and counseling sessions to foresee problems of teachers.
  2. The role of head teachers towards Motivation for Teachers in secondary schools includes: head teacher praises and support teacher’s performance, head teacher facilitates teachers work, head teacher compliment teachers openly for their efforts and performance, and head teacher provides time with teachers to discuss instructional issues.
  3. The role of head teachers towards teachers professional development in secondary schools includes: head teacher do efforts on aid teacher’s professional development, head teacher encourages new ideas of the teachers, head teacher supports creativity, innovation and practice of new skills, head teacher plans and executes new in-service seminars or teachers training programs for teachers.

5.4 Recommendation

Based on the findings the researcher recommends that;

  1. Head teachers may give proper attention to innovative education at all levels by keeping in check the methods of teaching. The good school culture is impossible to build without such supports from all school stakeholders. This study emphasizes the school head teachers to not only attend but also implement the various trainings and seminars to develop the school. Also, it is important to create trust and good collaboration with teachers.
  2. Head teachers may be motivated to teachers by giving different awards for bringing innovation in school.
  3. Instructional leadership practices may be revised innovatively for better teaching according to the demands of modern society.
  4. Government may take some steps to promote in service training in schools by conducting seminars on the importance and benefits of instructional leadership.
  5. There may be an observation schedule of teachers’ classes during their lectures by the head teacher of the school.
  6. It is recommended that teacher supervision should be done frequently in private schools to improve the quality of teaching and learning.
  7. It is recommended that head teachers give constructive feedback, make suggestions and give advice to improve teachers’ instruction.

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