Investigating Instructional Leaders Role To Contribute To Effective Teaching

This qualitative case study described instructional leaders’ role in instructional supervision to contribute to effective teaching.It sought to provide answers to the problem of ineffective instructional supervision in public primary schools.Hence,the purpose of the study was to improve instructional supervision to contribute to effective teaching by finding out the effective forms of practices and support introduced into instructional supervision deemed as effective,to contribute to effective teaching in public primary schools in Cardinal metropolis.The study further sought to determine the role of the instructional leaders in instructional supervision that informed their practice,and how they succeeded to attain effective supervision.Data was collected using focus group discussions,observations,documents,and semi-structured interviews from 28 instructional leaders with effective instructional supervision practice and 7teachers.The data was analyzed using Strauss and Corbin’s three-stage coding technique.The study revealed 41 roles categorized under support,facilitation,and guidance roles of instructional leaders in instructional supervision,in contributing to effective teaching.Findings indicated existent context-based effective instructional supervision;and the achievement of instructional supervision aims in the face of absence of technical skills and lack of requisite knowledge in instructional supervision by the instructional leaders.Additionally,the findings indicated numerous areas that need attention in the instructional supervision practiced by the schools with effective supervision.Also,the findings showed that regardless of the numerous challenges restricting instructional leaders in instructional supervision and threatening effectiveness of practice,they managed to devise workable situational strategies to ensure achievement of their aims.