Measuring Classroom-Based Leadership Competence for Quality Instructional Delivery in Nigeria Public Secondary Schools

Abstract

As the race towards maintaining academic credibility regarding students’ learning outcomes and attaining 21^st century competencies in teachers becomes a priority in our society, leadership has become a noteworthy concept in educational literature. More significantly, quality instructional delivery has received significant attention in recent times due to the need to further strengthen teacher leadership capability. This study validates a theory-based leadership framework of teachers towards quality instructional delivery of lessons in Nigerian secondary schools using quantitative research of the survey from a targeted population of 53,520 teachers out of which 500 teachers in the North-Central and South Eastern States Junior Secondary Schools, Nigeria were selected using proportionate sampling technique. The internal consistency of the questionnaire used has a coefficient index of .84 alpha value, which indicates that the instrument is reliable. Research questions raised were analyzed using Structural Equation Modeling to validate the constructs and results reveal a significant effect of leadership competence on quality instructional delivery in Nigerian schools.

Keywords: Classroom-based Leadership Competence, Quality Instructional Delivery