“Instructional Leadership Practice In Private And Governmental Secondary Schools Of Malka Nono Subcity, Shaggar City’’

Abstract

This study aimed to investigate and compare the current instructional leadership practices between government and private secondary schools in Malka Nono Sub-city, Shaggar City. It sought to identify the extent of differences in these practices and pinpoint the major challenges hindering effective instructional leadership. The study employed a descriptive survey design. The research involved 114 teachers from one government and three private secondary schools, selected using a census sampling technique. Data were collected from both primary and secondary sources. The primary data were gathered using structured questionnaires, and the analysis was conducted using descriptive statistics, specifically mean and standard deviation, supplemented by t-tests to compare the two school types. The analysis revealed a significant disparity in instructional leadership practices. Private schools demonstrated markedly stronger performance across most domains. The most pronounced gaps were in Providing Incentives for Learning (t=7.63), Providing Incentives for Teachers (t=5.31), and Protecting Instructional Time (t=4.93). No significant difference was found only in "Framing School Goals" and "Developing Academic Standards." Major challenges identified across both sectors included limited resources, inadequate leadership training, heavy administrative workloads, and weak systems for using student data and providing incentives. This study investigated instructional leadership practices in one government and three private secondary schools in Malka Nono Sub-city, Shaggar City, involving 114 teachers (61 governments and 53 private) selected through census sampling. Findings revealed that private schools demonstrated stronger leadership practices across domains such as goal setting, communication, supervision, curriculum coordination, and teacher motivation compared to the government school. Both sectors, however, faced challenges including limited resources, inadequate leadership training, heavy workloads, and insufficient use of student data, and weak incentive systems, which constrained effective instructional leadership. The study recommends enhanced leadership training, improved resource allocation, data-driven decision making, formal incentive structures, and policy support to strengthen instructional leadership and improve educational outcomes in the sub city’s secondary schools.