INSTRUCTIONAL LEADERSHIP AND TEACHERS’ EMPOWERMENT LEVELS IN ZAMFARA STATE

Abstract

This study assessed the levels of instructional leadership and teachers’ empowerment among public secondary schools in Zamfara State, Nigeria. To achieve these objectives two research questions were formulated. Descriptive survey research design was adopted for the study. The population of the study consisted 2361 teachers serving in 158 secondary schools in the government owned public secondary schools in Zamfara State, Nigeria; out of which 266 teachers were sampled through multistage random sampling technique. The study observed that, the level of instructional leadership was at a high level with statistical value of (M=3.68, SD=0.08); while the level of teachers’ empowerment was at a high level with statistical value of (M=3.95, SD=0.07). Based on these findings, the paper therefore recommends that, educational authorities, policy makers, school principals, and classroom teachers should collectively cooperate together for proper implementation and improvement of instructional leadership and teacher empowerment for the realisation of an effective school system and its comprehensive practices.