Instructional Leadership in Nigerian Schools: A Study of Ambrose Alli University, (AAU) Ekpoma, Edo State, Nigeria

This study investigated the relationship between instructional leadership and various factors influencing teaching and learning outcomes at Ambrose Alli University, Ekpoma, Edo State, Nigeria. The research specifically examined the relationship between instructional leadership and class size, complex school curriculum, teachers’ pedagogy, and limited funding. A descriptive research design was adopted for the study, targeting a population of 119 faculty members. Using Taro Yamane’s formula, a sample size of 92 was determined. Data were collected through structured questionnaires designed to assess the effectiveness of instructional leadership practices in addressing teaching and learning challenges. The collected data were analyzed using percentage analysis and Pearson correlation coefficient. The findings revealed that instructional leadership practices were moderately effective in enhancing teaching and learning outcomes, with the highest mean score of 3.14. However, there was no significant relationship between instructional leadership and the identified variables (class size, curriculum, pedagogy, and funding), indicating that these factors were not adequately addressed by the existing instructional leadership practices. The study concluded that improving instructional leadership required addressing challenges related to resource allocation, pedagogical improvement, and curriculum management. It recommended enhancing instructional leadership training, improving pedagogical approaches, ensuring adequate funding, and conducting periodic curriculum reviews to improve teaching and learning outcomes. Further studies were suggested to explore other factors influencing instructional leadership effectiveness and to expand research to other Nigerian universities for broader generalization.