The influence of instructional leadership of principal on teachers’ effectiveness mediated by capacity building in Nigeria
The efficacy of teaching and learning, and thus the attainment of quality education, is contingent upon the effectiveness of educators. The extent of teaches’ effectiveness in performing their duties relies upon their knowledge, skills and support from principal leadership. This research delves into...
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | eng eng eng |
| Published: |
2024
|
| Subjects: | |
| Online Access: | https://etd.uum.edu.my/11179/1/permission%20to%20deposit-not%20allow-s903060.pdf https://etd.uum.edu.my/11179/2/s903060_01.pdf https://etd.uum.edu.my/11179/3/s903060_02.pdf |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | The efficacy of teaching and learning, and thus the attainment of quality education, is contingent upon the effectiveness of educators. The extent of teaches’ effectiveness in performing their duties relies upon their knowledge, skills and support from principal leadership. This research delves into examining the impact of instructional leadership on the effectiveness of teachers, with a particular focus on the mediating role of capacity building. To attain the objectives of the study, a mixed-method approach was employed. A quantitative investigation was conducted using a survey research design, involving 389 teachers from senior secondary schools in the North Central region of Nigeria. For qualitative insights, in-depth interviews were conducted with 27 participants, comprising 18 teachers and 9 principals. Quantitative data underwent analysis using Partial Least Squares Structural Equation Modelling (PLS-SEM), while qualitative data obtained from interviews were analyzed through thematic analysis using NVIVO software. Instrument reliability was established via Cronbach’s Alpha values, and the measurement model was assessed for content, convergent, and discriminant validities. The PLS-SEM results revealed that a positive and significant relationship exists between principal instructional leadership and teacher effectiveness. In terms of the mediating effect of capacity building, the results showed that capacity building programs significantly mediate the relationship between principal instructional leadership and teacher effectiveness. The findings were supported with the interview data, which showed that knowledge transfer, collaboration among teachers, shared vision and innovation were integral elements of capacity building programs that influence teacher effectiveness. The study emphasizes the crucial role of instructional leadership by principals and highlights its significant impact on enhancing teacher effectiveness. Additionally, the importance of capacity building programs is underscored. In essence, the research contributes to the integration of instructional leadership models and human resource theory for a more comprehensive understanding of factors influencing teacher effectiveness. |
|---|