PRINCIPALS INNOVATIVE PRACTICES AND INSTRUCTIONAL EFFECTIVENESS OF TEACHERS IN PUBLIC SECONDARY SCHOOLS IN BAYELSA STATE
Abstract
This paper examined the relationship of principals’ innovative practices and the instructional effectiveness of tutors in secondary schools in Bayelsa State. The research was driven by the need to understand how modern leadership approaches, specifically reward and recognition, affect teaching outcomes in a dynamic educational landscape. A descriptive survey design was adopted, and a structured questionnaire was administered to a sample of 364 who were randomly selected from different schools across the state using random sampling techniques. The analysis was done using mean and standard deviation and Pearson Product Moment Correlation (PPMC). Findings revealed that all two innovative practices investigated had a significant positive correlation with instructional effectiveness. Specifically, principals’ reward practices motivated teachers, increased their engagement, and improved classroom delivery. Recognition boosted teacher morale and encouraged higher commitment. The paper suggested that the Ministry of Education adopt policy reforms that promote reward systems and recognition programmes in schools. It also emphasised the need for training principals in distributed leadership to foster delegation and collaboration.
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Published in WEST AFRICAN JOURNAL OF BUSINESS AND MANAGEMENT SCIENCES
ISSN: 978-37989
This article appears in our peer-reviewed academic journal
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