Project – Instructional Leadership and Teacher Retention in Public Secondary Schools: A Study of Selected Schools in Oshodi-Isolo Local Government Area, Lagos State

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Education is widely recognised as an important instrument for individual development, social transformation and national progress. Secondary education occupies a strategic position within the educational system because it provides learners with knowledge, skills, attitudes and competencies required for higher education, employment and responsible citizenship. The effectiveness of secondary education, however, depends largely on the quality of teaching and the conditions under which teachers perform their professional responsibilities. Consequently, the stability, commitment and retention of qualified teachers remain important considerations in the achievement of educational objectives.

Teachers constitute one of the most important human resources in any school system because they translate curriculum objectives and educational policies into actual classroom experiences. Their responsibilities extend beyond classroom instruction to include assessment of learners, guidance and counselling, participation in extracurricular activities, preparation of instructional materials and involvement in school administration. According to Ingersoll (2001), teacher turnover is not simply a consequence of shortages in the supply of teachers but is also influenced by organisational conditions within schools. This suggests that understanding the factors that encourage teachers to remain or leave requires attention to the environment in which teachers work.

Teacher retention refers to the ability of a school or educational system to maintain its teachers in employment over a sustained period. Retention is important because experienced teachers accumulate knowledge about school procedures, curriculum implementation, students’ needs and classroom management. When experienced teachers leave, schools may lose valuable institutional knowledge and may have to invest additional resources in recruitment and induction of replacement teachers. Ingersoll (2001) observed that teacher turnover can be associated with organisational conditions and dissatisfaction with employment, indicating that schools themselves can play an important role in either encouraging or discouraging teacher persistence.

Teacher retention is also important because high levels of teacher turnover can disrupt instructional continuity. Brown and Wynn (2009) found that high teacher turnover may result in loss of instructional continuity and commitment, while schools devote considerable time and resources to recruitment rather than to supporting teachers already in the organisation. The implication is that retaining competent teachers may be more beneficial to school stability than relying continuously on recruitment to replace teachers who leave.

Among the factors that may influence teacher retention is school leadership. The principal is the formal head of a secondary school and occupies a central position in coordinating teachers, students, instructional programmes and administrative activities. Principals influence the school environment through their decisions concerning communication, supervision, professional development, resource allocation, recognition, discipline and teacher participation. Grissom, Egalite and Lindsay (2021), in a systematic synthesis of two decades of research on school principals, identified teacher satisfaction and retention among important outcomes associated with effective school leadership.

Instructional leadership represents a particular dimension of school leadership that places teaching and learning at the centre of the principal’s responsibilities. Hallinger and Murphy (1985) conceptualised instructional leadership around important functions such as defining and communicating the school’s mission, supervising and evaluating instruction, coordinating curriculum, monitoring students’ academic progress, protecting instructional time and promoting professional development. Thus, instructional leadership goes beyond routine administrative management to include the active involvement of school leaders in improving teaching and learning.

The importance of instructional leadership is based on the assumption that principals can influence the quality of instruction by creating conditions that enable teachers to perform effectively. A principal who communicates clear academic expectations, monitors classroom instruction, provides constructive feedback and supports teachers’ professional learning may create an environment in which teachers feel professionally supported. Conversely, weak supervision, poor communication and limited professional support may contribute to dissatisfaction and weaken teachers’ commitment to their schools.

Empirical evidence supports the relationship between principal instructional leadership and teacher outcomes. Bada, Ariffin and Nordin (2020), in a study involving 389 teachers from 18 public secondary schools in Nigeria, examined the role of principals’ instructional leadership in teacher effectiveness. They found that defining the school mission, managing instructional programmes and developing a positive school learning climate were significantly and positively associated with teacher effectiveness. The finding demonstrates the importance of principals’ instructional practices within the Nigerian public secondary school context.

Although teacher effectiveness and teacher retention are different concepts, effective instructional leadership may contribute indirectly to teachers’ willingness to remain in a school. Teachers who receive professional support, constructive supervision and opportunities for development may develop more positive perceptions of their work environment. In contrast, teachers who experience poor leadership and inadequate professional support may become dissatisfied and consider transferring to other schools or leaving the profession.

The relationship between principal leadership and teacher retention has been demonstrated in international research. Kim (2019) found that principal leadership had a consistent negative association with the likelihood of early-career teachers leaving their schools during their first five years. The study suggests that leadership practices can play an important role in reducing teacher turnover, particularly among teachers who are still developing their professional identity and experience.

Similarly, Player, Youngs, Perrone and Grogan (2017) found that principal leadership and person-job fit were associated with teacher mobility and attrition. Their findings suggest that teachers’ decisions to remain in or leave schools are influenced not only by personal or economic factors but also by the organisational environment and leadership provided within the school.

More recent evidence also highlights specific leadership practices associated with teacher retention. Scallon, Bristol and Esboldt (2023) examined teachers’ perceptions of principal leadership practices in high- and low-turnover schools. They found that principals in lower-turnover schools were characterised by practices such as recognising teachers as knowledgeable contributors, clearly communicating a vision for high-quality teaching and placing student learning at the centre of school activities. This finding is particularly relevant because it shows that leadership behaviours that respect teachers’ professional knowledge and maintain a clear instructional focus may contribute to teacher stability.

Instructional leadership can also influence teacher retention through professional development. Teachers require continuous opportunities to improve their pedagogical knowledge and respond to changes in curriculum, assessment and educational technology. Hallinger and Murphy (1985) identified promotion of professional development as an important instructional management responsibility of school principals. When principals provide teachers with opportunities to learn, collaborate and improve their classroom practice, teachers may develop a stronger sense of professional growth and organisational attachment.

Another important component of instructional leadership is supervision and evaluation of instruction. Effective instructional supervision should not merely be an exercise in inspection or fault-finding; rather, it should provide teachers with constructive feedback that enables them to improve their teaching. Bada et al. (2020) demonstrated that management of instructional programmes and the creation of a positive school learning climate are associated with teacher effectiveness in Nigerian public secondary schools. Where teachers perceive supervision as supportive and developmental, it may contribute to a more positive professional environment.

Teacher participation and recognition may also influence retention. Teachers are professionals with practical knowledge of classroom conditions, learners’ behaviour and curriculum implementation. Leadership practices that recognise teachers’ expertise and involve them in appropriate school decisions may strengthen their sense of belonging. Scallon et al. (2023) specifically identified recognition of teachers as knowledgeable contributors as one of the practices associated with lower teacher turnover.

The stability of school leadership itself can also affect teacher retention. DeMatthews, Knight and Shin (2022) found that teacher turnover increased in schools experiencing principal turnover and that the effects were particularly pronounced in urban and high-poverty settings. This suggests that leadership stability and consistency are important dimensions of school organisational health. Where teachers experience repeated changes in school leadership, they may face uncertainty concerning expectations, policies and working relationships.

The Nigerian context makes the issue of instructional leadership particularly important. Public secondary schools operate within an environment where principals must simultaneously manage teaching and learning, staff administration, student discipline, examinations, school-community relationships and government directives. The multiplicity of these responsibilities may create situations in which administrative duties receive greater attention than instructional leadership. When principals are unable to devote sufficient attention to teachers’ instructional and professional needs, the potential benefits of instructional leadership may be reduced.

In Lagos State, the issue of teacher retention is also important because public secondary schools serve a large and diverse student population. Teachers in urban schools may encounter challenges relating to large classes, workload, student discipline, infrastructure, administrative duties and pressure to meet educational performance expectations. These conditions make effective leadership particularly important in creating a supportive environment in which teachers can perform their responsibilities and remain committed to their schools.

Recent Nigerian evidence continues to demonstrate that leadership and organisational conditions matter for teacher retention. For example, Anachuna and Emegwa (2024) examined principals’ managerial practices and teacher retention in public and private secondary schools in Anambra State and highlighted teacher turnover as an important concern requiring attention to principals’ managerial practices. Similarly, Manafa (2025) examined principals’ administrative competencies and teachers’ job retention in public secondary schools in Anambra State, with instructional leadership, decision-making and communication identified as important dimensions of principals’ competencies.

Evidence from Lagos State is also particularly relevant. Adeniji and Okoronkwo (2026), in a study of public secondary schools in Ikorodu North Local Government Area of Lagos State, found that school leadership, teacher autonomy, professional development opportunities, work-life balance and compensation significantly influenced teacher retention. Although Ikorodu North is geographically different from Oshodi-Isolo, the finding demonstrates that leadership and school-level conditions are relevant to teacher retention within the Lagos State educational environment.

The issue is therefore not simply whether teachers are employed but whether they are willing and able to remain in their schools under existing organisational conditions. A teacher may possess the required qualification and perform assigned duties but still consider leaving because of dissatisfaction with leadership, inadequate professional development, poor communication, limited recognition or unsatisfactory working relationships. Instructional leadership therefore provides a useful framework for examining how school principals’ practices may influence teacher retention.

Oshodi-Isolo Local Government Area provides a relevant context for investigating this relationship. As an urban area within Lagos State, its public secondary schools operate within a dynamic educational environment characterised by diverse students, teachers and community expectations. Principals in these schools are expected to maintain discipline, coordinate instructional programmes, supervise teachers, monitor students’ academic progress and ensure that school objectives are achieved.

In such circumstances, the instructional leadership practices of principals may have important implications for teacher retention. Principals who communicate clear academic goals, support teachers, monitor teaching, encourage professional development and promote positive relationships may create conditions that encourage teachers to remain. Conversely, principals who pay limited attention to teachers’ instructional needs, provide inadequate feedback or fail to recognise teachers’ professional contributions may unintentionally contribute to dissatisfaction and turnover.

The need to examine this relationship is strengthened by the fact that previous studies have produced useful evidence from other Nigerian states and local government areas, but findings may not necessarily be generalisable to public secondary schools in Oshodi-Isolo. Differences in school characteristics, leadership practices, teacher experiences and local conditions may produce different outcomes. Consequently, a study focused specifically on selected public secondary schools in Oshodi-Isolo Local Government Area is necessary.

Against this background, this study examines Instructional Leadership and Teacher Retention in Public Secondary Schools: A Study of Selected Schools in Oshodi-Isolo Local Government Area, Lagos State. The study focuses on instructional leadership practices such as defining and communicating school goals, supervision of instruction, curriculum coordination, monitoring of students’ academic progress, professional development and the creation of a positive school learning climate, and examines their relationship with teachers’ willingness to remain in their schools.

1.2 Statement of the Problem

The stability of the teaching workforce is essential to the effective functioning of public secondary schools. Teachers are responsible for translating curriculum policies into classroom practice and providing students with continuous academic and social support. However, teacher turnover and difficulties associated with retaining experienced teachers remain concerns in many educational systems. Ingersoll (2001) demonstrated that teacher turnover is influenced by organisational conditions within schools, indicating that the problem extends beyond the availability or shortage of teachers.

When teachers leave schools frequently, the consequences can extend beyond the individual teacher. Brown and Wynn (2009) noted that high teacher turnover can result in the loss of instructional continuity and commitment and can require schools to devote additional resources to recruitment. The departure of experienced teachers may also increase the workload of teachers who remain, potentially creating additional stress and dissatisfaction. Thus, persistent teacher turnover can create a cycle in which the loss of teachers places additional pressure on remaining staff.

One possible explanation for teacher turnover is the quality of leadership within schools. Teachers interact with school leaders on a regular basis and are affected by decisions concerning supervision, communication, workload, professional development, recognition and participation in school activities. When leadership practices fail to respond adequately to teachers’ professional needs, teachers may experience dissatisfaction and reduced commitment. Player et al. (2017) found that principal leadership was associated with teacher mobility and attrition, thereby demonstrating that school leadership can form part of the explanation for teacher movement.

A particular concern is the possibility that some principals may devote more attention to routine administrative activities than to instructional leadership. Secondary school principals have numerous responsibilities, including student discipline, staff administration, examination coordination, record keeping, meetings, communication with government agencies and interaction with parents. While these responsibilities are necessary, excessive administrative demands may reduce the time available for classroom supervision, teacher mentoring, curriculum coordination and professional development.

Where instructional leadership is weak, teachers may receive inadequate professional guidance. Hallinger and Murphy (1985) identified supervision and evaluation of instruction, curriculum coordination, monitoring of student progress and promotion of professional development as major components of instructional management. If these functions are not effectively performed, teachers may lack the feedback and support necessary to improve their professional practice and may consequently develop negative perceptions of their working environment.

Another problem concerns the nature of instructional supervision. Supervision is intended to improve teaching and learning, but where it is perceived as punitive, irregular or focused primarily on detecting mistakes, it may generate anxiety rather than professional development. Effective instructional leaders are expected to use supervision as an opportunity to identify teachers’ needs, provide constructive feedback and facilitate improvement. Bada et al. (2020) found that managing instructional programmes and developing a positive school learning climate were significantly associated with teacher effectiveness among public secondary school teachers in Nigeria.

Professional development is another area of concern. Teachers need opportunities to update their knowledge, develop new teaching strategies and respond to changes in curriculum and educational expectations. Hallinger and Murphy (1985) placed professional development among the important responsibilities of instructional leaders. When opportunities for professional development are limited, irregular or unrelated to teachers’ actual needs, teachers may feel that their professional growth is not sufficiently supported by the school.

The problem may also arise from inadequate communication between principals and teachers. Clear communication of school goals is a fundamental component of instructional leadership. Teachers need to understand what their schools expect to achieve and how their responsibilities contribute to those goals. Scallon et al. (2023) found that clear communication of a vision for high-quality teaching was one of the leadership practices associated with lower teacher turnover. Poor communication, on the other hand, may create uncertainty, misunderstanding and dissatisfaction.

Teacher recognition and participation represent another dimension of the problem. Teachers are more likely to perceive themselves as valued professionals when their knowledge and contributions are recognised. Scallon et al. (2023) found that principals in lower-turnover schools were more likely to recognise teachers as knowledgeable contributors. Where teachers feel ignored or excluded from decisions that directly affect their work, their sense of professional belonging may be weakened.

The problem is further complicated by the relationship between leadership and school climate. A school with poor interpersonal relationships, limited teacher autonomy, weak communication and inadequate professional support may become an unattractive working environment. Conversely, supportive leadership can contribute to a positive school climate. Recent evidence from Lagos State by Adeniji and Okoronkwo (2026) indicates that school leadership, teacher autonomy and professional development opportunities were among the factors significantly influencing teacher retention in public secondary schools in Ikorodu North Local Government Area.

Although leadership is important, teacher retention cannot be attributed entirely to principals. Factors such as remuneration, promotion, workload, housing, transportation, family responsibilities and broader government policies can also affect teachers’ decisions to remain or leave. For example, teacher retention research in Lagos State has identified employment-related conditions as important considerations. This suggests that leadership should be examined as one important organisational factor within the broader context of teacher retention rather than as the only determinant.

The Nigerian evidence on instructional leadership also indicates that principals’ practices matter for teacher outcomes. Bada et al. (2020) found a positive relationship between instructional leadership and teacher effectiveness in public secondary schools. However, effectiveness and retention are conceptually different. A teacher may remain effective while simultaneously considering transfer or departure because of dissatisfaction with leadership or other working conditions. Therefore, evidence concerning teacher effectiveness cannot automatically be interpreted as evidence concerning teacher retention.

There is also a contextual gap in existing research. Studies have examined instructional leadership and teacher effectiveness in parts of Nigeria, while other studies have investigated leadership and teacher retention in different states and local government areas. However, there is limited empirical evidence specifically examining the relationship between instructional leadership and teacher retention in selected public secondary schools in Oshodi-Isolo Local Government Area of Lagos State.

This contextual gap is important because educational conditions may vary from one location to another. Schools within an urban local government area may experience different student populations, teacher workloads, administrative expectations and resource conditions. Therefore, findings from Anambra State, Ibadan or other parts of Lagos State may not adequately explain the experiences of teachers in Oshodi-Isolo.

Another aspect of the problem is that teacher retention is important for maintaining continuity in school improvement efforts. When teachers leave frequently, schools may lose experienced personnel who understand the school’s culture, students and instructional expectations. DeMatthews et al. (2022) found that teacher turnover increased in schools experiencing principal turnover, with stronger effects in urban and high-poverty settings. This reinforces the importance of leadership stability and organisational conditions in maintaining a stable teaching workforce.

The problem, therefore, is that despite the importance of teachers to secondary education and the recognised role of principals in shaping school conditions, it remains unclear to what extent instructional leadership contributes to teacher retention in selected public secondary schools in Oshodi-Isolo Local Government Area. Without empirical evidence from the study area, education administrators may find it difficult to determine which aspects of instructional leadership should receive greater attention in efforts to retain teachers.

It is against this background that the present study seeks to examine the relationship between instructional leadership and teacher retention in selected public secondary schools in Oshodi-Isolo Local Government Area, Lagos State. Specifically, the study investigates whether principals’ practices in defining school goals, supervising instruction, coordinating curriculum, monitoring students’ progress, supporting professional development and creating a positive instructional climate are associated with teachers’ willingness to remain in their schools.

1.3 Purpose of the Study

The main purpose of this study is to examine the relationship between instructional leadership and teacher retention in selected public secondary schools in Oshodi-Isolo Local Government Area, Lagos State.

The specific objectives are to:

1. examine the level of instructional leadership practices among principals of selected public secondary schools in Oshodi-Isolo Local Government Area;
2. determine the relationship between defining and communicating school goals and teacher retention;
3. examine the relationship between supervision and evaluation of instruction and teacher retention;
4. determine the relationship between curriculum coordination and teacher retention;

1.4 Research Questions

The following research questions will guide the study:

1. What is the level of instructional leadership practices among principals of selected public secondary schools in Oshodi-Isolo Local Government Area?
2. What relationship exists between defining and communicating school goals and teacher retention?
3. What relationship exists between supervision and evaluation of instruction and teacher retention?
4. What relationship exists between curriculum coordination and teacher retention?

1.5 Research Hypothesis

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

H₀: There is no significant relationship between instructional leadership and teacher retention in selected public secondary schools in Oshodi-Isolo Local Government Area, Lagos State.

1.6 Significance of the Study

The study is expected to be beneficial to educational administrators, principals, teachers, policymakers, students, researchers and other stakeholders in the education sector.

Educational administrators: The findings may provide empirical evidence concerning the relationship between instructional leadership and teacher retention. Such information may assist education authorities in developing leadership training and capacity-building programmes for principals.

School principals: The study may help principals understand how their instructional practices influence teachers’ experiences within the school. The findings may encourage principals to improve communication, supervision, professional development, curriculum coordination and teacher support.

Teachers: The study may provide teachers with an opportunity to express their perceptions concerning leadership practices that influence their willingness to remain in their schools. The findings may also encourage constructive engagement between teachers and school administrators.

Lagos State education authorities: The findings may provide useful information for developing policies aimed at improving teacher retention in public secondary schools. Leadership development programmes may be strengthened alongside other teacher welfare and professional development interventions.

Students: Teacher stability may contribute to continuity in classroom instruction and student-teacher relationships. By identifying leadership practices that may encourage teachers to remain, the study may indirectly contribute to improved educational experiences for students.

Researchers: The study will contribute to the literature on instructional leadership and teacher retention in Nigeria. It may also provide a basis for further research in other local government areas and educational districts.

1.7 Scope of the Study

The study focuses on Instructional Leadership and Teacher Retention in Public Secondary Schools in Oshodi-Isolo Local Government Area, Lagos State.

Geographically, the study is limited to selected public secondary schools within Oshodi-Isolo Local Government Area of Lagos State.

Conceptually, instructional leadership is examined in terms of defining and communicating school goals, supervision and evaluation of instruction, curriculum coordination, monitoring students’ academic progress, professional development and development of a positive school learning climate. Teacher retention is examined in terms of teachers’ willingness to remain in their current schools, commitment to continued service, intention to stay and reduced intention to transfer or leave the teaching profession.

The study is limited to public secondary schools and does not include private secondary schools, primary schools or tertiary institutions. It also does not attempt to examine every possible determinant of teacher retention, such as salary, housing, family circumstances and government employment policies, except where these factors are necessary for understanding the broader context of the study.

1.8 Operational Definition of Terms

Instructional Leadership: The leadership practices through which school principals direct, support and coordinate teaching and learning activities, including goal setting, instructional supervision, curriculum coordination, monitoring of students’ progress and teacher professional development.

Teacher Retention: The ability and willingness of teachers to remain employed in their present school or continue in the teaching profession over a sustained period.

Teacher Turnover: The movement of teachers out of a school or the teaching profession through transfer, resignation, retirement or other forms of separation.

Principal: The administrative and instructional head of a secondary school who is responsible for coordinating the activities of the school and ensuring the achievement of educational objectives.

Instructional Supervision: The systematic observation, monitoring, evaluation and support of classroom teaching for the purpose of improving instructional practice.

Curriculum Coordination: The process of organising and aligning teaching activities, subject content, instructional methods and assessment practices with prescribed curriculum objectives.

Professional Development: Formal or informal activities through which teachers improve their knowledge, skills, competencies and professional practices.

School Learning Climate: The general atmosphere created by relationships, expectations, leadership practices, communication and working conditions that influence teaching and learning within a school.

Teacher Commitment: The degree to which teachers demonstrate attachment, dedication and willingness to continue working for their school or within the teaching profession.

Public Secondary School: A secondary school established, funded and administered by government for the provision of secondary education.

Oshodi-Isolo Local Government Area: A local government area in Lagos State that constitutes the geographical setting of this study.

Project – Instructional Leadership and Teacher Retention in Public Secondary Schools: A Study of Selected Schools in Oshodi-Isolo Local Government Area, Lagos State