Principals Instructional Leadership Qualities That Enhance Effective Teaching and Learning of Chemistry in Secondary Schools from Perspectives of Students and Teachers

The study was designed to investigate the principals instructional leadership qualities that enhance effective teaching and learning of chemistry in secondary schools in Kogi state, Nigeria. The sample of this study consists of 42 principals, 84 chemistry teachers and 1, 050 chemistry students from 42 senior secondary schools selected using multi stage sampling technique. A 36-item questionnaire (r = 0.81) was developed, validated and used by the researcher to collect data. Mean and Standard Deviation were used to answer research questions while t test was used to analyse the hypothesis at 0.05 alpha level. The results showed among others that provision of conducive teaching and learning environment, constant supervision of teaching learning process and provision of incentive to both teachers and students by the principals are the leadership qualities that enhance effective teaching and learning. It was also found that non significant difference existed between the mean perception scores of students and teachers on the instructional leadership qualities of principals that enhance effective teaching and learning chemistry. Recommendations were made to include that principals of schools should be constantly assessed by their students and teachers and the feedback used to improve the instructional leadership qualities of principals.