Principals’ supervisory leadership styles and teachers’ instructional effectiveness in public secondary schools in Ibadan North Local Government Area, Oyo State

Abstract

This study examined principals’ supervisory practices and teachers’ instructional effectiveness in public secondary schools in Ibadan North Local Government Area of Oyo State. The focus was on key dimensions of instructional effectiveness: lesson planning, teaching methods, and classroom management. The population comprised 1,190 teachers and 391 principals and vice-principals, from which a sample of 160 teachers, 60 vice-principals, and 30 principals was selected using simple random sampling. A descriptive survey research design was adopted. Data were collected using a self-constructed questionnaire titled “Principal’s Supervisory Styles and Teachers’ Instructional Effectiveness (QSSPTIE),” structured on a four-point Likert scale. The instrument was validated and tested for reliability through a pilot study. Data were analyzed using descriptive statistics and Pearson Product Moment Correlation at 0.05 significance level. Findings revealed a moderate level of teachers’ instructional effectiveness across the three components: lesson planning (mean = 2.64), teaching methods (mean = 2.30). Furthermore, there was a significant positive relationship between principals’ democratic and transformational supervisory styles and teachers’ instructional effectiveness ((r 0.612< 0.05), (r = 0.682< 0.05). The paper recommends that principals adopt democratic and transformational supervisory approaches to enhance teacher performance. It also suggests continuous professional development for teachers and the promotion of a supportive, collaborative school environment to improve instructional outcomes.