Instructional leadership has been recognized as a critical factor in enhancing teaching quality and improving students’ academic outcomes in basic schools. Despite its significance, evidence from Nigerian schools indicates that the impact of instructional leadership on learners’ achievement remains inconsistent due to contextual challenges such as inadequate resources, large class sizes, and limited professional support for teachers. This study investigated the relationship between instructional leadership practices and students’ academic achievement in public basic schools in Nigeria. Using a descriptive correlational survey design, data were collected from head teachers, teachers, and students across selected public basic schools through an Instructional Leadership Questionnaire (ILQ) and students’ academic achievement records (SAAR). A multi-stage sampling technique was employed to ensure representativeness. Descriptive statistics, including mean and standard deviation, were used to summarize instructional leadership practices, while the Pearson Product Moment Correlation (PPMC) was employed to test the hypothesis at a 0.05 significance level. Findings revealed a positive and significant relationship between instructional leadership practices, particularly instructional supervision, teacher professional development, curriculum monitoring, and goal setting and students’ academic achievement. The study further indicated that contextual factors, including resource availability and class size, influenced the effectiveness of instructional leadership. Based on these findings, the study recommended capacity building for head teachers, consistent instructional supervision, and provision of adequate instructional resources to optimize academic performance in basic schools.
Onyeka Jaivbo-Ojigbo (Mon,) studied this question.