PRINCIPALS’ ADMINISTRATIVE STRATEGIES AS PREDICTOR OF TEACHERS’ INSTRUCTIONAL DELIVERY IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study examined principals’ administrative strategies as predictor of teachers’ instructional delivery in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study adopted correlational research design. The population of the study comprised 7248 teachers in 267 public secondary schools in the six Education Zones in Anambra State (Planning, Research and Statistics Department, Anambra State Post Primary Schools Service Commission (PPSSC), Awka, 2024). The sample size comprised 580 teachers drawn from the population of the study. The instruments for data collection were Principals’ Administrative Strategies Questionnaire (PASQ) and Teachers’ Instructional Delivery Questionnaire (TIDQ). The reliability of the instrument was determined using Cronbach Alpha Coefficient method and the average coefficient of 0.86 for PASQ and TIDQ is 0.77 were obtained. The data were analyzed using simple regression analysis. The study revealed that principals’ supervisory strategy (r = 0.826; p < 0.000), and principals’ conflict management strategy (r = 0.794; p < 0.000) have strong positive and significant predictive values on teachers’ instructional delivery in public secondary schools in Anambra State. The study concluded that principals’ administrative strategies predicted teachers’ instructional delivery in public secondary schools in Anambra State. Based on the findings, the study recommended that principals should consistently engage in classroom observations, provide timely feedback, and offer mentoring opportunities to support teachers in improving their pedagogical practices.