Project – Influence of Principals’ Instructional Leadership on Teachers’ Job Performance. A Study of Selected Public Secondary Schools in 8 Selected LGAs in Kogi (Adavi, Ajaokuta, Bassa, Koton Karfe, Lokoja, Ogori/Magongo, Okehi and Okene)

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education remains one of the most important instruments for human capital development, social transformation and national advancement. The effectiveness of any educational system depends substantially on the quality of teaching and learning that takes place within schools, and the quality of teaching is influenced by the leadership provided by school administrators. In the secondary school system, the principal occupies a strategic position as the administrative and instructional leader who coordinates teachers, students, instructional resources and other school activities towards the achievement of educational objectives. Contemporary school leadership literature indicates that effective school leaders influence teaching and learning not merely through administrative control but through their ability to establish clear goals, support teachers, coordinate instructional activities and create favourable conditions for effective teaching. Leithwood, Harris and Hopkins (2020) maintain that successful school leadership has an important influence on school improvement because leaders shape teachers’ motivation, professional commitment and working conditions. Similarly, Robinson, Lloyd and Rowe (2008), in their meta-analysis of leadership studies, found that instructional leadership has a stronger relationship with student outcomes than several other forms of school leadership because it concentrates directly on teaching and learning. In the Nigerian context, the importance of principals’ leadership is particularly significant because secondary schools operate within environments where teachers require effective supervision, professional support, instructional resources and clear organisational direction to perform their duties effectively (Bada, Ariffin, & Nordin, 2024).

Principals’ instructional leadership refers broadly to the leadership practices through which school principals directly or indirectly guide, support and improve the core instructional activities of the school. Unlike leadership approaches that focus predominantly on general administration, instructional leadership places teaching, curriculum implementation, teacher development and students’ learning at the centre of school management. Hallinger (2011) explains instructional leadership through practices associated with defining the school’s mission, managing instructional programmes and promoting a positive school learning climate. These responsibilities require principals to communicate clear academic expectations, monitor classroom instruction, coordinate curriculum implementation, supervise teaching activities and promote the professional development of teachers. Robinson et al. (2008) similarly identified establishing goals and expectations, strategic resource provision, planning and evaluating teaching, promoting teacher learning and development, and maintaining a supportive environment as important leadership practices associated with instructional improvement. Thus, instructional leadership is not simply the principal’s supervision of teachers; it represents a systematic effort to align the activities of the school with the improvement of teaching and learning. This makes it particularly relevant to teachers’ job performance because teachers work more effectively when school leadership provides direction, feedback, professional support and an enabling instructional environment (Bada et al., 2024).

One important dimension of principals’ instructional leadership is the definition and communication of school goals and expectations. A school requires clearly stated academic objectives to guide teachers’ instructional activities and provide a basis for evaluating progress. Principals who communicate clear academic goals can help teachers understand what the school expects in relation to lesson preparation, curriculum coverage, classroom management, assessment, students’ achievement and professional responsibilities. Goal-setting also provides a framework through which teachers can coordinate their efforts towards common educational outcomes rather than operating as isolated individuals. Leithwood et al. (2020) argue that effective school leaders establish direction by setting clear purposes and developing shared understandings of what schools seek to accomplish. In Nigerian secondary schools, where teachers may face challenges associated with large classes, inadequate facilities, diverse student needs and other institutional constraints, clear instructional direction from principals may help teachers prioritise their professional responsibilities. Bada et al. (2024), based on evidence from public secondary schools in Nigeria’s North Central geopolitical zone, reported that principals’ practices in defining school mission were significantly associated with teachers’ effectiveness. This suggests that the extent to which principals establish and communicate instructional goals may influence teachers’ willingness and ability to perform their duties effectively.

Another major dimension of instructional leadership is instructional supervision and management of teaching programmes. Supervision enables principals to monitor lesson preparation, classroom instruction, curriculum coverage, students’ assessment and other activities directly connected with teaching and learning. Effective supervision is expected to provide teachers with constructive feedback rather than merely identifying mistakes or enforcing compliance. Through classroom observation, checking lesson plans and records, reviewing students’ work, discussing instructional challenges and providing professional guidance, principals can identify areas where teachers require additional assistance. Hallinger (2011) identifies the management of instructional programmes as a central component of instructional leadership, while Robinson et al. (2008) found planning, coordinating and evaluating teaching and the curriculum to be among the leadership practices associated with educational outcomes. Empirical evidence from Nigeria further supports this relationship. Bada et al. (2024) found that managing instructional programmes was significantly and positively associated with teachers’ effectiveness in Nigerian secondary schools. Similarly, Egboka and Nwosu (2024) examined principals’ instructional supervision strategies and teachers’ job performance in public secondary schools and treated instructional supervision as an important factor in teachers’ performance. Therefore, regular, supportive and professionally oriented instructional supervision may enhance teachers’ preparedness, accountability and effectiveness in carrying out their classroom responsibilities.

A further dimension of principals’ instructional leadership is promoting teachers’ professional development and creating a positive school learning climate. Teachers are expected to continually update their knowledge, teaching methods, assessment practices and classroom skills because educational curricula and students’ learning needs change over time. Principals can facilitate this process by organising in-service training, encouraging participation in workshops and seminars, promoting peer learning, supporting mentoring and creating opportunities for teachers to share professional experiences. At the same time, principals influence teachers’ performance through the school climate they create. A supportive climate characterised by fairness, respect, collaboration, recognition and professional communication may improve teachers’ morale and commitment, whereas an unsupportive environment may contribute to frustration, low motivation and poor work attitudes. Leithwood et al. (2020) emphasise that successful school leadership affects teaching and learning partly through teachers’ motivation, commitment and working conditions. Robinson et al. (2008) also found that promoting and participating in teacher learning and development had a particularly strong association with educational outcomes. In Nigeria, Bada et al. (2024) reported that developing a positive school learning climate was significantly associated with teachers’ effectiveness, thereby reinforcing the argument that principals’ ability to create supportive professional environments can influence teachers’ job performance.

Teachers’ job performance is central to the effectiveness of secondary schools because teachers are primarily responsible for translating educational policies, curriculum objectives and instructional plans into actual classroom experiences. Job performance encompasses the extent to which teachers effectively carry out duties such as lesson preparation, classroom teaching, assessment of students, classroom management, record keeping, participation in school activities and professional responsibilities. Poor teacher performance may manifest in inadequate lesson preparation, irregular attendance, weak classroom management, incomplete curriculum coverage, ineffective assessment and limited commitment to school responsibilities. On the other hand, effective performance is reflected in adequate preparation, effective lesson delivery, appropriate use of instructional materials, assessment of learning, punctuality, classroom control and participation in professional and co-curricular activities. Evidence from Nigerian secondary schools demonstrates the importance of leadership in shaping teacher effectiveness. Bada et al. (2024), in a study involving 389 teachers from 18 public secondary schools in Nigeria’s North Central geopolitical zone, found significant positive relationships between principals’ instructional leadership practices and teachers’ effectiveness. Studies conducted specifically in Kogi State have also shown that school leadership and management practices are relevant to teachers’ performance. Olowonefa (2021) reported on principals’ leadership quality-assurance practices and teachers’ job performance in senior secondary schools in Kogi State, while Afolabi and Samuel (2025) examined managerial policy factors and teachers’ job performance in Kogi State secondary schools. These findings provide a strong basis for examining instructional leadership as a specific leadership approach and its influence on teachers’ performance.

The issue is particularly important in Kogi State, where public secondary schools serve students across urban, semi-urban and rural communities and where school administrators are expected to coordinate diverse instructional and organisational demands. The present study focuses on selected public secondary schools across Adavi, Ajaokuta, Bassa, Koton Karfe, Lokoja, Ogori/Magongo, Okehi and Okene Local Government Areas. These areas provide a broad geographical setting for examining whether principals’ instructional leadership practices are associated with teachers’ job performance across different school contexts. Recent evidence from Kogi State indicates that principals’ leadership characteristics, including clear vision, decision-making, cooperation with staff, time management and leading by example, are considered relevant to effective school administration (Jibril, Ajakaiye, & Usman, 2025). Similarly, research on quality assurance in Kogi State has continued to emphasise the importance of school leadership practices for teachers’ performance (Abah & Haruna, 2024). Although existing Nigerian research has established connections between school leadership and teacher effectiveness, there remains a need for a focused investigation of instructional leadership and its specific dimensions in selected public secondary schools across the eight identified LGAs. The present study therefore seeks to determine the influence of principals’ instructional leadership on teachers’ job performance, with particular attention to goal definition, instructional supervision, management of instructional programmes, and promotion of teachers’ professional development and a positive learning climate.

1.2 Statement of the Problem

Teachers are central to the implementation of secondary school education, yet concerns about the quality, consistency and effectiveness of teachers’ job performance continue to attract attention within the Nigerian education system. The effectiveness of teachers can be reflected in their lesson preparation, classroom delivery, assessment of students, classroom management, punctuality, regularity and participation in other school responsibilities. However, teachers do not operate independently of the organisational environment in which they work. The principal establishes many of the conditions under which teachers perform their duties, including instructional expectations, supervision arrangements, professional development opportunities, availability and allocation of instructional resources, feedback systems and the general school climate. Where these leadership functions are weak, inconsistent or excessively administrative, teachers may receive insufficient instructional guidance and professional support. Evidence from Nigerian secondary schools indicates that principals’ instructional leadership practices are significantly associated with teachers’ effectiveness, suggesting that the way school leaders manage instructional activities may be an important factor in teacher performance (Bada et al., 2024). This creates a problem of practical concern for public secondary schools where improving teachers’ performance is necessary for achieving better teaching and learning outcomes.

A further problem concerns the extent to which principals actually engage in the core practices associated with instructional leadership. Effective instructional leadership requires principals to establish clear school missions, monitor teaching and curriculum implementation, provide constructive feedback, support teachers’ professional learning and create positive learning environments. In practice, however, principals may face considerable administrative responsibilities that compete with the time and attention required for instructional leadership. When instructional supervision is irregular, classroom activities may not receive adequate monitoring, teachers may have limited opportunities for professional feedback, and weaknesses in lesson delivery may remain unaddressed. Research in Nigeria has shown that instructional supervision and management of instructional programmes are important components of principals’ leadership and are associated with teacher effectiveness (Bada et al., 2024; Egboka & Nwosu, 2024). In Kogi State, studies have also identified leadership, quality assurance and management practices as relevant to teachers’ performance (Olowonefa, 2021; Afolabi & Samuel, 2025). Nevertheless, evidence specifically examining the broader construct of principals’ instructional leadership across several LGAs in Kogi State remains limited, thereby creating a need for further empirical investigation.

The problem is also significant because the conditions of public secondary schools differ from one locality to another, and leadership practices that appear effective in one school context may not necessarily produce identical outcomes in another. The selected LGAs—Adavi, Ajaokuta, Bassa, Koton Karfe, Lokoja, Ogori/Magongo, Okehi and Okene—cover different communities and school environments within Kogi State. Teachers in these areas may experience differences in school resources, workload, student population, professional development opportunities and administrative support. Consequently, it cannot simply be assumed that principals across these locations exercise instructional leadership in the same manner or that such leadership has the same influence on teachers’ job performance. Recent research in Kogi State has continued to identify leadership and administrative practices as important factors in school effectiveness, while evidence from North Central Nigeria indicates that principals’ instructional leadership is positively associated with teachers’ effectiveness (Jibril et al., 2025; Bada et al., 2024). The concern, therefore, is whether principals in the selected public secondary schools sufficiently define instructional goals, supervise teaching, coordinate instructional programmes and support teachers’ professional development in ways that enhance job performance.

The central problem that motivates this study is therefore the uncertainty about the extent to which principals’ instructional leadership influences teachers’ job performance in selected public secondary schools across the eight specified LGAs in Kogi State. Although previous studies have examined principal leadership, instructional supervision, quality assurance and teachers’ performance in different parts of Nigeria, many studies have focused on individual leadership styles, specific supervisory practices or limited geographical areas. For example, existing evidence from Kogi State has examined leadership quality assurance and other administrative practices, while Bada et al. (2024) investigated instructional leadership and teacher effectiveness in the North Central geopolitical zone. There is consequently a need for a more focused study that examines principals’ instructional leadership as a multidimensional construct within the specified Kogi State context. The study is therefore designed to determine whether principals’ definition of school goals, instructional supervision, management of instructional programmes, and promotion of teachers’ professional development and a positive learning climate significantly influence teachers’ job performance in selected public secondary schools in Adavi, Ajaokuta, Bassa, Koton Karfe, Lokoja, Ogori/Magongo, Okehi and Okene Local Government Areas.

1.3 Objectives of the Study

The general objective of this study is to examine the influence of principals’ instructional leadership on teachers’ job performance in selected public secondary schools in eight Local Government Areas of Kogi State.

The specific objectives are to:

1. determine the influence of principals’ definition of school goals and expectations on teachers’ job performance in selected public secondary schools in the study areas;
2. examine the influence of principals’ instructional supervision on teachers’ job performance in selected public secondary schools in the study areas;
3. determine the influence of principals’ management of instructional programmes on teachers’ job performance in selected public secondary schools in the study areas; and
4. examine the influence of principals’ promotion of teachers’ professional development and positive school learning climate on teachers’ job performance in selected public secondary schools in the study areas.

1.4 Research Questions

The following research questions will guide the study:

1. To what extent does principals’ definition of school goals and expectations influence teachers’ job performance in selected public secondary schools in the study areas?
2. To what extent does principals’ instructional supervision influence teachers’ job performance in selected public secondary schools in the study areas?
3. To what extent does principals’ management of instructional programmes influence teachers’ job performance in selected public secondary schools in the study areas?
4. To what extent does principals’ promotion of teachers’ professional development and positive school learning climate influence teachers’ job performance in selected public secondary schools in the study areas?

1.5 Hypothesis

The following null hypothesis will be tested at 0.05 level of significance:

H₀: Principals’ instructional leadership has no significant influence on teachers’ job performance in selected public secondary schools in the eight selected Local Government Areas of Kogi State.

1.6 Significance of the Study

The study will be significant to principals of public secondary schools because it will provide empirical information on how their instructional leadership practices relate to teachers’ job performance. The findings may help principals understand the importance of moving beyond routine administrative responsibilities to give greater attention to instructional goals, classroom supervision, curriculum coordination, professional development and the creation of supportive learning environments.

The study will also be useful to teachers. By identifying leadership practices that are associated with better job performance, the findings may contribute to improved communication between principals and teachers and encourage a more collaborative approach to instructional improvement. Teachers may benefit from stronger supervision, constructive feedback, professional development and clearer expectations regarding their responsibilities.

The study will be valuable to the Kogi State Ministry of Education, Kogi State Teaching Service Commission and other educational authorities because the findings may provide evidence for improving school leadership policies and principal-training programmes. The findings may assist policymakers in developing capacity-building programmes that strengthen principals’ competencies in instructional supervision, curriculum management, teacher development and school improvement.

The study may also benefit students and parents indirectly. Effective principals can create conditions that enable teachers to prepare adequately, deliver lessons effectively, manage classrooms appropriately and assess students systematically. Improvements in teachers’ job performance may consequently contribute to better teaching and learning experiences for students, while parents and guardians may benefit from improved educational services in public secondary schools.

Finally, the study will be useful to educational researchers and scholars as an additional empirical contribution to the literature on instructional leadership and teachers’ job performance. It may serve as a reference point for future studies investigating school leadership, teacher effectiveness, educational management and school improvement in Kogi State and other parts of Nigeria.

1.7 Scope of the Study

The study focuses on the influence of principals’ instructional leadership on teachers’ job performance in selected public secondary schools in eight Local Government Areas of Kogi State.

Geographically, the study will be limited to the following eight Local Government Areas:

• Adavi Local Government Area;
• Ajaokuta Local Government Area;
• Bassa Local Government Area;
• Koton Karfe Local Government Area;
• Lokoja Local Government Area;
• Ogori/Magongo Local Government Area;
• Okehi Local Government Area; and
• Okene Local Government Area.

The study will focus specifically on public secondary schools within the selected LGAs. It will not cover private secondary schools, primary schools, tertiary institutions or schools outside the selected geographical areas.

Conceptually, the independent variable is principals’ instructional leadership, measured through four dimensions: definition of school goals and expectations, instructional supervision, management of instructional programmes, and promotion of teachers’ professional development and a positive school learning climate. The dependent variable is teachers’ job performance, which will be considered in relation to lesson preparation, lesson delivery, classroom management, assessment of students, punctuality, regularity and participation in school-related professional responsibilities.

1.8 Operational Definition of Terms

Instructional Leadership: The leadership practices through which a principal provides direction, supervision, coordination and support for teaching and learning activities in a school.

Principal: The head or chief administrative and instructional officer responsible for the management and coordination of a secondary school.

Principals’ Instructional Leadership: The extent to which principals establish instructional goals, supervise teaching, coordinate instructional programmes, support teachers’ professional development and create a positive learning environment.

School Goals and Expectations: Clearly stated academic and instructional objectives communicated by the principal to guide teachers and other members of the school community.

Instructional Supervision: The systematic monitoring, observation, evaluation and support of teaching and learning activities by the principal or designated school administrator.

Management of Instructional Programmes: The principal’s activities relating to curriculum coordination, monitoring of lesson implementation, assessment practices, instructional planning and evaluation of teaching activities.

Teachers’ Professional Development: Activities designed to improve teachers’ knowledge, skills, attitudes and professional competence through workshops, seminars, mentoring, training, peer learning and other learning opportunities.

School Learning Climate: The general academic, professional, social and organisational environment created by school leadership to support effective teaching and learning.

Teacher: A professionally employed individual responsible for planning, delivering and assessing instruction and performing other assigned responsibilities in a secondary school.

Teachers’ Job Performance: The extent to which teachers effectively and efficiently carry out their assigned professional responsibilities, including lesson preparation, lesson delivery, classroom management, student assessment, punctuality, regularity and participation in school activities.

Public Secondary School: A secondary school established, financed, supervised or administered by government or its authorised educational agencies.

Influence: The extent to which changes or variations in principals’ instructional leadership practices are associated with corresponding changes in teachers’ job performance.

1.9 Organisation of the Study

The study will be organised into five chapters.

Chapter One presents the introduction, including the background to the study, statement of the problem, objectives of the study, research questions, hypothesis, significance of the study, scope of the study, operational definition of terms and organisation of the study.

Chapter Two will present the review of related literature. It will cover the conceptual review, theoretical review, empirical review and summary of the reviewed literature.

Chapter Three will present the research methodology. It will discuss the research design, population of the study, sample and sampling technique, research instrument, validity of the instrument, reliability of the instrument, method of data collection and method of data analysis.

Chapter Four will present the results of the study. Data collected from respondents will be analysed and presented in relation to the research questions and hypothesis.

Chapter Five will contain the discussion of findings, summary, conclusion and recommendations. It will also identify areas for further studies and present the implications of the findings for educational management and practice.

Project – Influence of Principals’ Instructional Leadership on Teachers’ Job Performance. A Study of Selected Public Secondary Schools in 8 Selected LGAs in Kogi (Adavi, Ajaokuta, Bassa, Koton Karfe, Lokoja, Ogori/Magongo, Okehi and Okene)